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PHYSICAL  EDUCATION 
COMPLETE 

FOR 

SCHOOLS  AND 
PLAYGROUNDS 


•  *.  *  * 


By 

LAVINIA  HENDEY  KAULL 

Director  of  Physical  Education,  Elementary  Schools.  Sacramento.  California 

1910-1913  Director  Physical  Education,  State  Normal  School 
Chico,  California 


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'''V 


COPYRIGHT    1915 


LAVINIA    HENDEY    KAULL 


\K\\S   I'LI'.I.ISHINO  COMPANY, 
Sacranuiitu,    California. 


Ml]  irar  f  arntts, 

3Hl)nsr  brlicf  Itas  alumiis  brru 

tu  uibnlrsamr  ^laii  au^ 

the  yrrat.  ivxht  nut-uf-^0l1ni. 

for  all  rhil^rru. 

tilts  bnuk 

is 

InuinnliT  ftrbirntrii 


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11      1       it 


PREFACE 


This  book  contains  material  for  a  complete  conrse  of  study  ia  Physical  Ed- 
ucation adapted  to  the  needs  of  the  Elementary  Schools. 

It  offers  nothing  theoretical  or  fancifid.  but  is  a  practical,  reliable  guide 
and  help  to  teachers,  one  based  on  experience  in  the  schoolroom  and  demon- 
strated on  the  playground. 

Its  purpose  is  to  give  to  Normal  School  Students  and  Teachers  a  PRAC- 
TICAL knowledge  of  Physical  Education  of  the  present  time,  one  that  will 
enable  them  to  introduce  and  carry  on  the  work  in  both  rural  and  city  schools. 

The  principal  claims  for  consideration  are  : 

1.  It  covers  the  needs  of  all  Elementary  Schools,  both  Rural  and  City. 

2.  It  suggests  and  advocates  only  plain,  practical  and  durable  equip- 
ment, which  the  local  carpenter  can  design  and  erect. 

3.  Its  methods  are  all  w^orkable. 

4.  It  seeks  the  health,  happiness  and  well  being  of  the  children.  AND 

5.  It  tells  the  teacher  hoAv  to  secure  these  ends. 

6.  It  combines  all  tilings  needful  in  ONE  BOOK  which  furnishes  to  the 
busy  instructor  the  help  of  most  worth. 

It  includes : 

1.  A  Brief  History  of  the  Playground  ^lovement  in  Germany,  Eng- 
land and  the  United  States. 

2.  Instruction  in  the  Organization  and  Supervision  of  School  Play- 
grounds, with  suuiit^stions  for  building  and  cost  of  simple  appa- 
ratus. 

3.  Instruction  in  Gynuiastics,  with  lessons  for  every  grade. 
■4.  Games  and  Folk  Dances. 

5.  Suggestions  to  the  Story  Teller  and  a  List  of  Stories  for  Elemen- 
tary Schools. 

6.  Definite  instructions  in  First  Aid  to  the  Injured  and  the  Physical 
Care  of  Children  in  the  Schoolroom  and  on  the  Playground. 

In  all  cases  care  has  been  exercised  to  select  the  Games  and  Folk  Dances 
that  have  been  found  to  be  of  use  in  all  schools  and  only  those  that  have  proved 
the  most  popular  with  the  children.  The  descriptions,  classifications  and  ar- 
rangements have  been  made  with  the  idea  of  simplicity  constantly  in  mind, 
thus  hoping  to  interest  the  novice  as  well  as  to  assist  those  who  have  enjoyed 
some  special  training  in  this  happy  work  and  to  secure  for  the  children  the 
greatest  playing  \-alui^  and  physical  usefulness. 

LAVIXIA  11.  KAULL 


"  '■  -CONTENTS 

CHAPTER  I— SCHOOL  PLAV(  iKorXDS 11-2S 

A  Brief  History  oi'  thi'   Phiyiii-diind   .Mdvciii/nt. 

Organization  of  School   JMavLirouiKls : 

I)i\'i.sioii  of  (iiduiids:  ( 'hissif  ic;i1  ioii  of  Children:  Fuiictioii  jiiid 
I'lii-jiosc  of  I'hiy  and  Athletics;  .Stdiool  Athh'tic  Associations; 
Keccss  and  Xoon  J'eriods;  Length  of  Time  foi-  a  (lanie:  Decora- 
tion of  School   I*layijrounds;  Rural   School   ( 'oiiditions. 

Ecjuijimcnt  for  School  l^iayurounds : 

Estimates  for  Biiildiiii;'  Sand  Pin^.  Teeters.  Horizontal  Pars, 
Swino's,  Volley  Ball  Courts,  Basket  Ball  Conrts  and  Slides; 
Rainy   Day  Apparatus;  J^ockers,  Surface  for  Athletic  Fields. 

Supervision  of  School  Playgrounds: 

The  Teacher  as  a  IMay  Leader;  Why  Supervision  is  Necessary; 
A  Teacher's  Personal  .Mi^hods;  General  and  Social  Ends  to  he 
Secui-ed  :    Conijiet  it  ion  ;   Conti'ol    of   Apparatus. 

CHAPTER  H— SWEDLSH  GYMNASTICS 29-42 

Why  We  Give  Gymnastics;  Rules  for  Teaching  (iymnastics;  The 
Day's  Order;  Analysis  of  the  Day's  Order;  Rhythm  'J'raining;  Cor- 
rect Sitting.  Standing  and  Walking.  Descriptions  and  Illustrations 
of  Some  of  the  Simple  Gymnastic  Positions. 

CHAPTER  III— (lYMNASTIC  LESSONS  FOR  PRHIARY  GRADES.  .  .  .48-84 
Imagination    Plays.    Gymnastic   Stories   and   Lessons   for    (ii-adi'    1; 
Gymnastic  Lessons  for  (Jrades  TIT.  TV  and  V. 

CHAPTER  1\'— (;Y.AINAST1C  LESSONS  FOR  (iKAALMAR  (iRADES.  .85-118 
Twenty  Lessons  in  Gymnastics  for  Grades  VI,  VII  and  VIII. 


(■IL\i'TEK>    V— GA:\IES   FOR   THE   SCLIOOL   ROOM  AND    PLAYiiHOUND 

FOK'    .\LL   CKWDES 119-172 

Indooi-  and  ( )ut(loor  Games  for  All  Crades,  Includinu  Rides  for 
Volley  P.all.  Captain  Ball.  Ccrmaii  Pal  P.a!l.  Playground  Base  Pall. 
Soccer   h'oot    Pall   and   'i'ennis. 

CllAPTEK'    \'l     S  E  L  E  C  T  E  1)   F  ()  L  K    D  A  N  C  E  S  FOR    ELE.M  ENTAHY 

SCHOOLS   17;C202 

.Music  and  Descriplions  for  the  Following  Dances:  Chimes  of  Dun- 
kirk. Da  nisi  I  I  )aniM'  (d'  ( ireet  Iiil;-.  Slioemakei-s  '  Dance,  'i'aidoli,  Al|)im' 
Snow-l-'lake  Dance.  PlekiiiL;.  Finidsh  Reel,  Norwegian  .Munntain 
.Mandi.  Swedish  ScdnUI  is(dH'.  Kmnaruo.  IliLildand  Sidiol  ixdie, 
('I'csled    lien   and    Pxiundinu    liearl. 


CONTENTS  (Continued) 


CIIAl'TEK    VII— «TORY    TELLING   AND    UTORY   LISTS    FOR   ELEMEN- 
TARY   SCHOOLS 203-214 

(  HAITEK  VJII— FIRST  AID  TO  THE  LXJURED 215-244 

General  Rnlts  to  l)e  Observed  in  Gase  of  Sickness  or  Accident; 
Some  Thinus  to  l)e  Remembered;  Precautions;  First  Aid  Outfit  for 
Schools;  l>anda^es  and  How  to  Apply;  Fractnrcs  and  Their  Treat- 
ment; Girculation  ;  Control  of  Hemorrhage;  Pressure  Points;  lleal- 
ino-  of  Wounds;  Different  Kinds  of  Wounds;  Shock';  Heat  and 
Cold;  Respiration;  (Jas  Poisonini;- ;  Hescue  and  Resuscitation  of 
Drowning  I'ei'sons;  How  to  Locate  Bodies  Lost  in  the  Water;  To 
Rescue  From  Fire;  To  Extinguish  Fires;  To  Extinguish  Purning 
Clothing;  Electricity;  Emergencies;  ^Methods  of  Transporting  the 
Sick  and  Lijui'ed  ;  Outline  of  First  Aid  Course  for  Granimai'  Schools. 

CHAPTER  IX— THE  PHYSICAL  CARE  OF  CIHLDREX  IX  THE  SCHOOL 
ROOM  AND  OX  THE  PLAYGROUND 245-272 

Health  Records  and  Suggestions  for  Filling  Out;  Defective  Feet; 
Correct  Shoes;  Defects  of  the  Nose,  Thi'oat  and  Ear;  Di^fective 
Eyes ;  Defective  Teeth. 

( 'ontagious  Diseases  : 
Chicken  Pox 
Diphtheria 
Erysipelas 
German  iMeasles 
La  Grippe 
^Measles 
Mumps 
Small  Pox 
Whoojiing  Cough 

Contagious  Eye  and  Skin  Diseases: 
Pink  Eye 

Diphtheria  of  the  Eyes 
Trachoma 
Pediculosis 
Scabies 
Impetigo 

Pulse,  Temperature  and  Respiration;  Helpful  Hints  for  Teachers: 
Health  of  the  Teacher. 


CHAPTER  I 


School  Playgrounds 


A  Brief  History  of  the  Playground  Movement,  with  Suggestions  for  the 

Organization,    Equipment    and    Supervision    of 

School  Playgrounds 


A  BRIEF  HISTORY  OF  THE  PLAYGROUND  MOVEMENT 

Germany.  'I'lit'  play  niovciut'iil  in  (im-inany  is  primarily  one  of  education. 
Among  the  great  leaders  in  that  country  we  find  mentioned  (iuts  ^Ninths,  Jahn, 
Von  Schenkendorf  and  Froebel.  There  is  a  play  curriculum  provided  for  the 
schools  and  often  institutes  in  play  and  play  congresses  for  the  teachers  are 
held  in  the  different  (n'l'iiiaii  cities  and  much  is  done  everywhere  for  the 
encouragement  of  jilay  fi^stivals. 

School  playgrounds  are  equipjied  with  simple  apj^aratus  and  school  gar- 
dens and  swimming  pools  are  provided  in  sonu^  h)calities.  Frequently  the  after- 
noon is  given  over  eutircdy  to  play,  at  which  time  the  atti'tidance  is  obligatory. 
The  (Germans  are  great  believers  in  shortening  the  school  hours  and  lengthen- 
ing the  play,  or  recess  periods,  at  which  time  the  direction  of  the  sports  is  in 
charge  of  the  reuulai'  teacher.  When  the  weather  permits,  their  gymnastic  ex- 
ercises are  taught  in  the  open  air  and  many  school  journeys  into  the  country 
are  arranged  for  the  children  by  the  teachers. 

In  the  uymnasinm  loni;-  hours  of  work  are  required,  esjiecially  of  the  boys, 
producing  a  corresponding'  lack  of  athh  tic  games  and  school  spirit  and  loyalty. 
There  is  no  time  for  the  development  of  such.  As  late  as  1892,  or  thereabouts, 
the  English  games  of  Cricket  and  Foot  Ball  were  introduced  into  Germany, 
though  in  the  life  of  the  University  student  very  little  attention  is  ))aid  to  ath- 
letics of  any  sort,  while  a  great  interest  is  disjilayed  in  dueling  by  the  great 
majority  of  these  young  men. 

In  Germany  we  find  private  jilaygrounds  connected  with  beer  uardens, 
concert  halls,  turnvereins  and  athletic  associations  and  many  nuuiicipal  play- 
grounds are  located  in  the  j^arks  and  vacant  spaces.  Here  the  mothers  and 
nurses  play  the  part  of  supervisors,  the  favorite  play  spaces  in  many  cases  be- 
ing the  sand  gardens.  In  the  city  of  Berlin,  the  law  requires  that  playgrounds 
be  suiq)lied  in  the  interior  courts  of  all  tenenumt  houses. 

England.  With  the  English,  the  play  movement  is  chiefly  one  of  recrea- 
tion and  this  nation  is  fortunate  in  possessing  a  climate  that  is  well  adapted  to 
sport  all  the  year  round.  There  are  schools  for  the  people,  schools  for  the  sons 
of  "gentienu^n,"  Preparatory  and  Public  Schools  and  Universities  for  boys  and 
men  and  High  Schools  and  Universities  for  the  girls.  The  English  people  are 
a  leisured  class,  chiefly  people  who  give  time  and  enthusiasm  to  play,  and  the 
ability  to  islay  is  counted  as  one  of  the  essential  parts  of  the  training  of  the 
English  gentleman. 


12  PHYSICAL  EDUCATION'  COMPLETE 

The  l)i);ii'(l  Scluiols  pi'dviclc  ,i:r()iiii(ls  that  arr  l<ci)t  open  from  sunrise  until 
sunset,  willi  a  janitor's  liouse  located  on  the  <:f()uii(ls.  These  play  spaces  are 
surfaced  with  cinders  and  no  appai-atus  is  ju-ovided.  (Jymnastic  drills  are 
.uiveii  ill  the  yard,  (diildreii  are  taught  to  swim  and  arldetie  leagues,  especially 
in  Cricket  and  Foot  ISall.  are  foiiiic(l.  In  the  Preparatory  S(dn)ols,  Cricket  and 
Foot  Ball  are  compulsory,  ahoiit  tw(»  hours  each  day  being  re(piire(l  for  these 
.sports.  The  gi'oiinds  are  large  ent)Ugli  so  that  all  hoys  |)lay  at  the  same  time. 
Here  the  JNlasters  coach  and  play  on  the  teams  with  llie  hoys.  Contests  are 
mostly  between  the  different  doi'initories,  thongh  a  few  games  with  outside  in- 
stitutions are  permitted.  In  the  [*ublic  Schools  we  find  about  the  same  ruh^s 
existing.  High  {Schools  for  girls  are  located  in  the  country  and  their  sport:s  are 
made  compulsory.  The  coaching  is  done  by  the  ]Mistresses,  Avho  also  participate 
in  the  games.  At  the  L'niversities  the  play  is  for  the  p\u'e  fun  of  it  and  there  is 
a  general  partiei]!ation  in  games  of  all  sorts.  ^Municipal  Playgrounds  are  in 
charge  of  caretakers  but  no  organized  work  is  [jrovided.  A  great  number  of 
Cricket  and  Foot  Ball  fields  are  located  in  and  al)out  London,  while  athletic 
fields  and  clubs  are  very  comiiion  in  the  country  sections.  Tennis  is  one  of  the 
favorite  games  with  many  of  the  English  people. 

United  States.  Tn  our  own  land,  the  Playground  Movement  has  swept 
from  the  Atlantic  to  the  Pacific  with  a  wonderful  ra]udity  and  the  greatest 
care  must  be  exercised  by  all  in  charge  of  the  work  to  prevent  the  pendulum 
from  swinging  just  as  far  the  other  w^ay  and  consequently  undoing  all  the  good 
that  has  thus  far  been  accomplished  in  this  great  and  splendid  work.  "We.  as  a 
nation  and  individuals  of  our  nation,  are  very  ajit  to  go  on  the  theory  that  "if  a 
little  is  good,  more  is  better,"  and  we  are  more  prone  to  overdo  rather  than 
undei'do  anything  that  ap[)eals  to  us.  The  Playgi'ound  ^lovemeiit  has  appealed 
to  us  most  intensely  and  we  are  now  fast  in  the  grip  of  this  iiitiu'esting  and  ben- 
eficial work  and  each  and  every  one  should  do  all  within  the  bounds  of  good, 
common  sense  to  prevent  it  from  becoming  a  fad  and.  in  consecpience.  eventu- 
ally, a  thing  of  the  past. 

'i'he  sources  of  this  movement  with  us  were  many.  A  new^  sense  of  making 
each  life  an  efficient  one.  rounded  out  socially  as  well  as  intellectually,  a  new 
sense  of  the  realization  of  the  \aliie  of  the  greatest  blessing  that  can  conu'  to 
any  of  us,  namely.  HEALTH,  the  new  social  spirit,  the  ever-increasing  conges- 
tion of  life  in  the  cities.  <liie  in  part  to  the  great  influx  of  foreigners,  the  intol- 
erfd)le  condition  of  city  streets  as  jilay  spaces  for  (diildreii  and  the  long,  idle 
siimiiier  vacation  days. 

Previous  to  this  time  tliei-e  was  a  lack  of  ade<piate  |)layi;i'(Uiiids.  there  was 
no  time  |iro\-idi'd  for  i>lay  during  school  hours,  tliei'e  was  no  organized  jilax'  (U- 
athletics  in  the  public  eleiiieiitary  sclio(»ls.  Iiiehly  specialized  and  \i'yy  objec- 
tionable athletics  l"or  the  few  existed  in  the  High  Schools  and  athletics  at  some 
of  the  ('o||e<_!(.s  and  I'lii  versit  ies  were  the  disgrace  of  those  institutions,  'j'he 
whole  country  was  lixinu  at  a  tr-emendous  w(U'king  pace.  'I'liere  was  practically 
no  I  ro\ision  for  >port.  park  facilities  were  possible  in  but  a  I'i'W  instances  and 
Inuirs  id"   labor   were   shortened,    thus   encoui'aging  loafing   and    crime.      These 


FOR  SCHOOLS  AND  PLAYGROUNDS 


13 


were    the    sources    wliidi     .uave    rise    to    the    movement    in    our    own    land. 

Our  beiiinuiuL;'  was  made  with  the  fSand  Gardens  of  l^oston  in  1886,  since 
which  time  the  extension  of  tlie  nu)vement  throug-hout  the  United  States  has 
been  most  rapid  and  successful.  In  California  the  first  ^lunicipal  Playground 
was  esta])lished  in  Los  Angeles  in  1905,  Oakland  followed  in  1907,  San  Fran- 
cisco in  1908  and  Sacramento  in  1911. 

The  ideals  of  the  nu)vement  have  been  primarily  social,  with  the  purpose 
also  of  keeping  the  child  away  from  the  physical  and  moral  dangers  of  the 
street,  until  now,  with  its  growth,  it  has  come  to  take  up  a  series  of  positive 
and  educational  aims. 

(Hi>torical   Outline   from   A   Xoriiial   Course   in   Play,   by    The    Xational    Playground    ;ind    Recreative    Asso- 
ciation  of   America.)  (By    Permission.) 


PLAYGROUND  HOCKEY  ON  THE  UNIVERSITY  OF  CALIFORNIA  MODEL  PLAYGROUND. 


ORGANIZATION  OF  SCHOOL  PLAYGROUNDS 


Division  of  School  Playgrounds.  The  ideal  playgrouud  allows  one  acre  of 
land  to  each  100  children  and  thirty  square  feet  of  space  for  each  additional 
chihl.  AVe  know  that  in  most  school  yards,  particularly  those  connected  with 
city  schools,  this  is  not  possible,  nor  is  it  an  absolute  necessity,  however,  there 
are  many  communities,  especially  in  this  great  Northern  California,  where 
there  should  be  no  difficulty  in  obtaining  all  the  play  space  for  the  children 
that  is  needed.  In  cases  where  the  school  grounds  are  not  sufficientlv  large  to 
accommodate  the  children,  it  should  be  made  possible  to  secure  additional  ter- 
ritory close  at  hand.  All  school  grounds  should  be  divided  into  four  sections, 
one  each  for  large  and  small  boys  and  girls.  Further  than  this,  it  should  bo 
made  possible  to  provide  a  separate  play  space  for  the  very  tiny  tots,  whero 
both  the  little  boys  and  girls  may  play  together  if  so  desired. 

Classification  of  Children.  Boys  and  girls,  in  their  play,  should  be  classi- 
fied according  to  weight  or  height.  In  some  communities,  age,  height  and 
weight  are  combined  according  to  the  following  rule : 

The  age  in  years,  plus  one-half  the  height  expressed  in  inches,  plus  one- 
quarter  the  weight  expressed  in  pounds,  should  not  exceed  the  numbr  sixty- 


]4  PHYSICAL  EDUCATION  COMPLETE 

two  fdi-  classifieat  ioii  as  a  .lunior.     .\iiytliiiig-  above  that  niim))er  would  place 
the  boy  or  girl  in  llie  Senior  class.    Example: 

Age  12 

Height  4',  6"=54"  :  2=27 

EXAMPLE:      height  70  ms.  :  4=175^-18 

57  Junior  Classification 

In  schools  wlici'c  Ihcre  is  little  or  no  eonipetition,  it  is  not  necessary  to 
figure  the  classification  so  closely  and  cither  a  certain  height  or  weight  may  be 
used  as  the  dividing  line. 

The  standard  of  classification  used  Ihrouuhout  the  counti-y  is  as  follows: 

Members  of  the     80  lb.  Class  weigh  SO  lbs.  and  under 

"     "       95  "        "  "      between  80  and     95  lbs. 

"     "    115  "       "  "  ''         95     "     115    " 

"     "    Unlimited  Class  weigh  over  115  li)s. 

The  main  idea  lo  be  kept  in  the  teacher's  mind  is,  that  under  no  circum- 
stances, should  she  ask  or  expect  an  overgrown  or  backward  boy  or  girl  to 
descend  to  the  level  of  little  folks  in  their  i)lay.  even  it  must  be  so  in  the  life 
within  the  school  room.  One  quite  often  hears  teachers  of  limited  experience  in 
sncli  matters,  express  surprise  at  the  fact  that  certain  large  and  backward  pu- 
pils do  not  like  to  play  on  the  school  grounds  with  children  of  their  own  grades, 
bill  sliovr  a  marked  ])reference  for  association  with  the  childi'cn  of  the  liigher 
grades  and  games  for  children  of  their  own  size.  Certainly  the  child  in  such 
cases  is  following  a  natural  path  and  one  that  should  be  respectiMl  on  every 
playground. 

Function  and  Purpose  of  Play  and  Athletics.  The  function  of  play  and 
athbtics  in  the  grade  schools  is  to  develoi)  boys  and  girls  ph\sic.illy.  mentally 
and  morally.  Organize  for  the  i)urpose  of  giving  play,  athletics  atul  folk  danc- 
ing a  place  in  the  school  life,  for  after  all,  the  schoo's  are  the  places  whire  the 
most  efficient  and  satisfactory  plaxuroiind  work  is  ln'ing  done  to-day.  Every 
boy  aii<l  uirl  slioiild  have  an  e(pial  chance  in  these  sjiorts.  Let  ns  have 
EXTENSIVE  rather  than  intensive  athletics,  foi-  it  is  a  true  statement  that. 
highly  specialized  athletics  destroy  the  play  idea. 

Athletic  Associations.  AVhei-cvcr  it  is  );ossible.  organize  an  Athletic  Asso- 
ciation, one  each  \'n\'  the  i)oys  and  gii'ls.  If  there  are  not  enough  children  to 
peniiit  (d' two  associat  ions,  see  to  it  that  at  least  on,-  is  formed  that  will  iiudude 
all.  The  teachei'  should  be  a  member,  iict  the  (diildreii  control  the  oi'ganiza- 
tion.  but  the  teacher  should,  by  all  means,  be  the  "Sib'iit  Leader.""  .\  Xi'vy  im- 
portant committee  to  a|)point  is  one  to  look  after  the  ]tlaygroiind  ajijiai-at  ns, 
such  as  balls,  bats,  etc..  and  to  see  that  all  balls  are  kept  in  good  repair  and 
well  piimpe(|  up.  There  is  nothing  that  takes  the  fuii  out  nl'  a  ^ame  ipiite  so 
fpiickly  and  easily  as  to  have  to  play  with  balls  that  are  soft   and   leaky. 

Recess  Periods.  Some  sdiools  jn-ovide  a  short  recess  period  in  the  morn- 
ini;',  with  a  longer  one  I'or  the  al'teruoon  session.  When  this  is  the  case,  it  seems 
an  ideal   plan  to  utilize  the  siiortcr  one  I'or  SiiiLiiiii;',  ('ircle  and  Tag  games,  the 


FOR  SCHOOLS  AND  PLAYGROUNDS  15 

simpler  ones,  thai  may  be  finished  in  a  short  space  of  time.  The  running  games, 
which  give  to  each  child  an  opportunity  for  great  activity,  are  indeed  most  val' 
nable  .  Usually  a  child  has  been  sitting  still  for  some  time,  the  mind  has  been 
active  and  in  many  cases  the  positions  have  been  such  as  to  check,  to  a  certain 
extent,  the  venous  circulation  and  when  the  recess  period  in  the  day's  pro- 
gramme has  been  reached  the  child  feels  the  need  of  great  activity.  Now  is  the 
time  to  supply  simple  games  and  relay  races  that  will  start  up  a  good  circula- 
tion, drive  the  venous  blood  on  to  the  heart  and  give  new  energy  for  the  next 
set  of  hours  in  the  school  room. 

Where  the  afternoon  recess  is  of  a  length  sufficient  to  complete  games  that 
require  some  time  for  playing,  it  is  well  to  give  Volley  Ball,  Captain  Ball,  Long 
Ball,  etc.  Then  there  are  scores  of  good  games  that  do  not  require  any  appara- 
tus for  playing.  Any  set  rule  cannot  be  laid  down  as  to  just  what  should  be 
given  in  the  way  of  games  or  when  they  are  to  l)e  played.  All  that  can  be  done 
is  to  give  these  few"  suggestions  and  each  teacher  must  work  out  a  programme 
to  fit  the  needs  of  the  children  in  her  charge. 

Noon  Periods.  This  seems  to  be  the  proper  time  for  organized  games,  un- 
less arrangements  are  made  for  them  after  school  hours,  but  such  is  not  often 
the  case,  and  the  boys  and  girls  find  it  a  natural  thing  to  devote  three-quarters 
of  an  hour  at  noon  to  interesting  play.  During  the  noon  period  we  have  found 
the  most  popular  games  to  be  Playground  Base  Ball,  Basket  Ball,  Tennis,  Ping- 
pong  and  Croquet. 

Many  teachers  complain  of  the  great  trouble  and  care  the  majority  of  the 
eighth  grade  girls  are  to  them.  It  seems  to  be  a  universal  custom,  or  time  in 
their  lives,  when  they  prefer  to  spend  their  recreation  periods  in  lounging 
about  the  yard  and  in  general,  displaying  very  little  interest  in  things  that  are 
wholesome.  Good,  lively  play  has  been  the  salvation  of  many  a  boy  and  girl 
and  if  a  teacher  has  the  right  spirit  she  will  make  an  earnest  endeavor  to 
arouse  a  keen  interest  in  the  games  that  these  girls  can  and  really  do  enjoy 
playing.  Much  time  and  thought  are  required  for  these  ever-present  problems, 
but  it  is  possible  to  reach  tlu^m  if  a  teacher  sets  out  to  do  so.  Unhealthy  thoughts 
simply  cannot  survive  in  an  atmosphere  of  joyous,  happy  play. 

Little  Folks.  Th(^  little  people  make  up  one  of  the  most  interesting  sec- 
tions of  any  playground.  Consider  a  moment  the  fact  that  th(^  little  fellow  of 
to-day  is  the  grown-up  of  to-morrow  and  how  very  necessary  that  lu^  should  be 
given  every  consideration  and  started  for  the  morrow  on  the  right  trail.  It 
takes  such  a  little  bit  to  make  these  little  ones  happy.  It  is  really  surprising  to 
note  the  great  pleasure  they  derive  from  a  simple  Circle  Game  or  little  inexpen- 
sive rubber  ball.  Do  not  overlook  them.  See  that  they  have  a  goodly  share  of 
your  attention  and  your  reward  will  be  manifold.  As  yet  they  have  not  devel- 
oped the  finer  co-ordinations  and  should  be  allowed  plenty  of  the  larger  move- 
ments of  the  body  and  nothing  is  better  for  them  than  running,  throwing,  toss- 
ing or  rolling  the  large  Indoor  Base  Ball  or  Volley  Ball. 

Length  of  Time  for  a  Game.  Few  Playground  Directors  agree  on  the  time 
allowed  for  the  use  of  a  game,  but  certain  it  is  that  a  game  should  be  played 


16  PHYSICAL  2DLXATI0X  COMPLETE 

long  enough  to  permit  children  to  develoj)  team  work,  ability  and  expertness  in 
it.  No  game  i.s  of  interest  to  any  one  until  the  rules  have  been  learned  and  the 
chance  given,  wliicli  then  follows,  to  ;ic(|uire  proficiency  in  the  playing  of  it. 
On  the  other  hand,  a  game  should  not  he  i)layed  for  such  a  great  length  of  time 
that  children  become  so  weai-y  of  it  that  they  nevei-  wish  to  hear  it  mentioned 
again.  The  happy  medium  in  this  respect  must  be  found.  When  the  first  symp- 
toms of  lack  of  interest  begin  to  appear  it  is  the  time  to  select  another  game. 
Be  ready  for  this  change  at  any  moment.  By  having  a  ready  supply  of  new 
games  in  one's  mind,  often  the  death  of  a  good  game  is  averted  and  children 
will  be  glad  to  have  the  old  games  brought  back  again.  Under  such  conditions 
they  will  come  to  them  in  the  guise  of  old  friends  and  will  be  so  greeted. 

Team  Names  and  Colors.  Organize  teams  for  the  various  games  that  will 
permit.  Let  the  children  select  names  and  colors  for  each  team.  Teach  then* 
to  have  a  pride  in  all  their  organizations,  which  are  wonderful  honor  and 
loyaltj'  builders. 

Decoration  of  School  Playgrounds.  All  school  playgrounds  should  have 
trees  for  shade  and  decoration.  Girls'  fields  should  be  protected  as  much  as 
possible  from  the  gaze  of  men  and  older  boys,  who  are  inclined  to  pay  undue 
attention  to  this  section  of  a  playground.  Flower  borders  about  the  walks, 
hedge  fences,  vines  on  the  school  buildings  or  fences,  flower  boxes  set  on  the 
stumps  of  trees  that  may  be  cut  down  or  on  the  tops  of  gate  posts  and  window 
boxes  all  add  to  the  appearance  of  the  place  and  make  it  a  joy  to  those  who 
live  in  its  atmosphere. 

Rural  School  Conditions.  Nine  out  of  every  ten  young  teachers  begin  their 
work  as  teachers  in  rural  districts.  Here  the  need  for  supervised  play  is  just  as 
great  as  in  our  crowd(Hl  cities.  Country  boys  and  girls  frequently  lead  a  very 
lonely  life  as  far  as  the  companionship  of  children  is  concerned.  They  are  re- 
quired to  do  much  of  the  drudgery  that  naturally  falls  to  the  lot  of  the  farm- 
er's home  and  little,  if  any,  time  is  found  there  to  indulge  in  good,  wholesome 
play.  Unless  thej'  can  be  helped  along  this  line  on  the  school  grounds  the  result 
is  readily  seen,  for  it  is  an  old  saying  and  one  full  of  truth  that  "All  work 
and  no  jilay  makes  Jack  a  dull  l)o\." 

The  more  active  we  can  make  the  l)ody,  the  mure  active  will  be  the  mind. 
and  to  secure  such  benefits  for  the  boys  and  girls  of  our  land,  whether  they  live 
in  the  city  or  country  village,  we  must  give  them  every  possible  encouragement 
in  play- — lively,  innocent,  wholesome  and  joyous  i)lay.  , 

Each  rural  school  presents  its  own  special  problems  and  for  the  most  j)art 
they  must  be  worl<ed  out  by  the  te;ichei-s  in  charge.  There  are  scarcely  two 
schools  in  any  county  where  the  conditions  for  play  are  alike.  First  o^  all.  the 
numbei-  of  pupils  attending  is  the  chief  difficulty  for  any  ])layuroun(l  work  to 
be  accom])lished.  AVe  all  know  that  the  mor(^  companions  we  have  in  our  play 
the  easiei"  it  is  to  play  the  games  we  enjoy  and  the  hajipier  we  are  in  our  play. 
Many  rural  schools  have  in  attendance  but  seven  or  eight  |)U[)ils.  while  others 
have  between  this  iiumher  and  thirt.x'  or  forty.  If  we  might  have  eight  boys  or 
eight  gii'ls  oi"  about  the  same  age  or  size  we  could  get  along  vei-y  nicely,  but 


FOR  SCHOOLS  AND  PLAYGROUNDS  17 

eight  pupils  for  as  many  grades  present  as  many  problems,  each  child  being  a 
[larticnlar  jiroblem  by  himself. 

ill  1he  following  section  on  Equipment  for  School  Playgrounds,  will  be 
found  some  suggestions  for  suitable  apparatus  for  rural  schools,  and  the  chap- 
ters on  Games,  Athletics,  Exercises  and  Folk  Dances  will  be  found  to  contain 
thiiiiis  of  interest  to  the  teacher  of  rural  schools. 


EQUIPMENT  FOR  SCHOOL  PLAYGROUNDS 

Apparatus.  Do  not  think  you  must  set  up  expensive  apparatus.  That 
which  can  be  built  by  local  carpenters  is  better  for  several  reasons,  particularly 
in  communities  where  intense  heat  and  cold  are  experienced  at  the  different 
seasons  of  the  year.  Not  every  community  can  afford  factory  nuide  apparatus 
and  it  has  been  demonstrated  over  and  over  again  that  just  as  nuu-li  fun  and 
enjoyment  is  to  be  derived  from  the  less  expensive  vai'icty.  It  is  extremely  nec- 
essary, however,  that  all  apparatus  should  be  very  carefully  and  strongly  con- 
structed. Install  as  much  of  the  following  apparatus  on  yoni-  school  play- 
grounds as  possible : 

1.  SAND  BINS. 

2.  TEETERS. 

3.  HORIZONTAL  BARS. 

4.  SWINGS. 

5.  VOLLEY  BALL  COURTS. 

6.  BASKET  BALL  COURTS. 

7.  CROQUET  COURTS. 

8.  TENNIS  COURTS. 

9.  PING-PONG  TABLES. 
10.  SLIDES. 

The  following  estimates  for  installation  of  apparatus  may  be  of  value  to 


some : 


Sand  Bin.     For  an  enclosure  12x16  ft.  : 

Lumber — 1  pc.  2  in.xl  in.xl2  ft.  Com $     .36 

1  pc.  2  in.x6  in.xl6  ft.      "     ^ 

1  pc.  2  in.xB  in.xl2  ft.      "      V  Fencing 72 

1  pc.  1  in.x6  in.xl2  ft.      "     ) 

28  in.  Wire  Netting  at  4c 1.12 

1  Hook  and  2  Eyes  for  Gate 10 

1  pr.  6  in.  Strap  Hinges 20 

Staples   10 

2  loads  White  Sand  at  $2.50 5.00 

6  large  Spoons  at  50c  per  doz 25 

Labor  3.50 

Total $11.35 


18 


PHYSICAL  EDUCATION  COMPLETE 


Teeters.     Set  of  two  Teeters 


l^uniher — 2   pes.   2  in.xKJ  iii.xl4  ft.   84S — 

Boards    ;j<2.lU 

2    pes.     6  in.x6  in-x")  ft.     S4S — 

Posts   1.65 

1  pe.  (i  iii.x(>  in.x6  ft.  S4S— Cap       .99 

Shaping-  ends  of  Teeter  Boards 1.00 

4  iron  Safety  Guides  at  80c 3.20 

Nails 05 

16  Bolts  for  Safety  (luides 30 

Labor    2.60 


Total  $11.89 

Section   of  a   Teeter  Board   showing   the   blocks   which   keep   it   from    slipping  past   the   balance   point. 

(Drawn   by    Hazel   Reid,   Chico   Xormal,    1913.) 


TEETER    BOARD    SHOWING    HANDLES,    OR    "SAFETY    GUIDES." 

Horizontal  Bar: 

1  Hickory  Bar,  6  ft $3.75 

Lumber — 2  pes.  6  in.x6  in.xlO  ft.    SIS 1.47 

Labor — Cutting  holes  in  posts  and  setting 3.50 


Total $8.72 

Horizontal  Bar: 

Lumber— 3  Posts,   4  in.x4  in.x8  ft.   S4S $3.10 

12  ft.  Iron  Pipe,  l'/4  in.  diameter,  outside  measurement   1.60 
Labor,  setting   _ -.   3.75 


Total    $8.45 


FOR  SCHOOLS  AND  PLAYGROUNDS 


19 


OUTDOOR  CLASS  ON  HORIZONTAL  BARS,  THIRD  GRADE. 


&^v*i"^-r;»;^ 


SET    DOUBLE    SWINGS. 

Set  Double  Swings: 

Lumber— 2  pes.  6  iu.x6  iii.xlG  ft.  S4S— Posts $5.28 

1  pc.    6  in.x6  in.xlO  ft.  S4S— Cap 1.65 

8  pes.  4  in.x4  in.xl4  ft.  S4S— Braces 2.80 

2  pes.  2  in.x5  in.xl  1-6  ft.— Boards 30 

Fencing — 5VL'  pes.  4  iii.xl  in.xl4ft.  Com 2.16 

8  pes.  1  m.x4  in.x20  ft.    Com 1.20 

80  ft  Wire  Netting 3.25 

1  pr.  6  in.  Strap  Hinges 20 

Carri(Ml   Forward .$16.84 


20  PHYSICAL  EDL' CATION  COAIPLETE 

Broug-Iit    Fofwjii-d $16.84 

1   Ilonk    ;iii(l    2   Staples   foi'   gate 05 

'^Vii  !•'«•  -U  ill.  Manila   Rope 1.00 

Staples  and  Nails 30 

4  Iron  Rings  and  Bolts 1.40 

4  Rope  Thimbles 60 

Labor  8.75 


oT; 


tal     ;i^28.94 


Volley  Ball  Court: 

LuinlxM-— 2  pes.  5  in.x")  in.xlO  ft.  S4S— Posts .$1.70 

1  Net   1.00 

1  Canvas  Volley  Hall 2.50 

Labor — setting  posts    50 


Total $  5.70 

Basket  Ball  Court: 

Lumber — 2  pes.  6  in.x  6  in.xl6  ft.  S4S — Posts .$  4.65 

S  pes.  1  in.xl2  in.x  6  ft.  SIS— Backs 2.00 

1  pr.  Goals 4.00 

4  8-in.  Bolts 15 

1  Basket  H  ill    6.00 

Labor  3.50 


Total    $20.30 

* 

Croquet : 

1   Croquet  Set $2.50 


Total     $2.50 

Tennis : 

Lumber— 2  pes.   6  in.xO  in.x6  ft.   S4S $1.98 

Tennis  Rackets from  $1.50  to  $8.00  each 

Nets "         1.00    "      9.00     " 

Balls,  per  do/ "         3.00    "     5.00     " 

(See  Wright  &  Ditson  and  A.  G.  Spaulding  &  Bros. 
catalogues  for  prices  on  complete  sets.) 

Ping-pong: 

Lumber— 5  pes.  1  iii.xl2  iii.xlO  ft.  Com.  SIS $1.18 

1  pc.  2  in.x4  in.xl2  ft.  Com.  SIS 30 

8  pes.  -5^  iii.x6  in.x3i/^  ft.  No.  1  S4S 80 

Labor  1.60 

T    Ping-pong    set 2.00 

Total ..$5.88 


FOR  SCHOOLS  AND  PLAYGROUNDS 


21 


Slide.  Slides  may  hv  made  up  for  a  o-reat  many  different  prices,  ranging 
from  $ir).()()  to  .^25. 00.  (Jood  ready  made  slides  may  be  bought  at  a  cost  of 
from  $20.00  to  $:)0.00. 


BASKET  BALL  BACKSTOP  AND  GOALS. 

Rainy  Day  Apparatus  and  Games.  Nothing  helps  out  in  a  school  for  rainy 
days  like  a  little  portable  apparatus  and  a  few  games,  particularly  where  the 
pupils  have  to  carry  their  lunches.  The  following  list  offers  to  teachers  a 
slight  suggestion  for  rainy  day  equipment : 

5  Bean  Bag  Boards,  21/2  ft.  long  by  2  ft.  wide $1.45 

24  Bean  Bags,  average  size  4  in.  by  4   in 1.80 

Total : $2.75 

2  Games  of  Jack  Straws  at   25e $  .50 

3  Packs   of  Flinch   at   50c 1.50 

2  Sets  Parchesi  at  75c 1.50 

4  Sets  Dominoes  at  50c 2.00 

2  I614  ill-  by  16  in.  Checker  Boards  at  65c 1.30 

2  Sets  Checkers  at  10c 20 

1  Set  Meccano 3.00 

Total   $10.00 


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FOR  SCHOOLS  AND  PLAYGROUNDS  23 

Lockers.  A]!(i{iaratus  of  the  portable  variety,  balls,  bats,  etc.,  should  have 
some  sort  of  a  home  provided  for  its  conservation.  If  something  np-to-date 
cannot  be  supplied,  it  is  an  easy  matter  to  secure  dry  goods  boxes  which  may 
be  converted  into  lockers  that  will  answer  the  purpose  very  nicely.  For  those 
wishing  to  construct  something  better  the  following  figures  are  given : 

Luiiibir  t'oi-  Lockers  20  in.x21  in.xl6  ft.,  which  may  l)e 

divided  into  five  compartments $  8.70 

5  Hinges  and  5  Hasps 50 

5  Padlocks   80 

5  Aluminum  Figures  for  marking  compartments 40 

Staining    65 

Butts    65 

Oil 25 

Labor   3.50 


Total    $15.45 

Nets  Strung  on  Wires.  AYeather  proof  nets  are  expensive  and  few  schools 
can  afford  to  purchase  them.  Cheap  nets  stretch  and  sag  to  a  great  degree. 
This  can  be  easily  overcome  by  stringing  the  nets  on  wires  and  drawing  them 
up  tightly  before  fastening  for  use. 

Surface  for  Athletic  Fields,  Tennis  Courts,  etc.  The  ^Municipal  Engineer- 
ing Journal  of  Cincinnati,  Ohio,  issued  January,  1913,  gives  the  following  idea 
for  surfacing  Athletic  Fields,  Tennis  Courts,  etc. : 

"Three  or  four  inches  of  COARSE  cinders  well  packed  and  rolled,  covered 
with  one  or  two  inches  of  SCREENED  cinders  mixed  with  equal  })arts  of  damp- 
ened cla,v  and  well  rolled  will  make  an  ideal  play  surface  for  athletic  fields. 
Such  a  mixture  packs  well,  is  springy,  does  not  get  dusty  in  dry  weather  and 
can  be  played  on  in  the  rain." 

SUPERVISION  OF  SCHOOL  PLAYGROUNDS 

The  one  most  important  problem  that  faces  any  city,  large  or  small,  is  the 
boys  and  girls  of  that  city  and  the  making  of  each  one  of  those  lives  an  effici- 
ent one. 

"We  act  as  we  feel."  Without  health  we  can  do  nothing  and  in  order 
that  we  may  have  Health,  Growth  and  Development  we  must  have  nutrition, 
exercise  and  rest.  Nutrition  and  rest  are  matters  for  the  consideration  of  the 
parents,  wliile  the  jjlaygrounds  provide  most  of  the  development  for  the  child, 
which  means  chiefly  play,  as  the  greatest  share  of  his  development  is  secured 
in  play. 

Character  is  a  matter  of  choosing  to  do  the  right  thing  when  the  wrong 
one  is  presented.  Nowhere  as  in  play  is  the  child  given  such  an  opportunity 
for  the  training  of  character  and  good  citizenship  and  there  is  nothing  in  all 
our  school  curriculum  as  educational  to  him.     Nowhere  as  in  play  is  he  given 


24  PHYSICAL  EDUCATION  COMPLETE 

such  an  opportunity  to  receive  from  the  outside  world  the  most  serious  and 
greatest  variety  of  imjiressions  and  it  is  right  here,  in  play,  that  he  learns  to 
express  himself  clearly  and  intelligently.  In  play,  children  find  their  objects 
of  deepest  and  most  enduring  interests  and  as  habits  of  thought  and  action  for 
good  or  ill  are  most  easily  set  up  in  connection  Avith  those  things  that  interest 
one  the  most  it  is  but  natural  that  in  their  play  children  form  habits  that  cling 
to  them  all  thi-ongh  life,  and  play  is  just  as  necessary  to  the  life  of  a  little  child 
as  air  and  sunshine  ai-e  needed  1o  make  tbe  little  plant  a  fruitful  vine. 

Playgrounds,  to  l)e  successful,  must  be  supervised  and,  furthermore, 
MUST  BE  CONTROLLED.  Jacob  Riis  has  well  said  "It  is  the  very  parody 
upon  common  sense  to  appropriate  money  for  playgrounds  and  refuse  to  do  so 
for  supervision.  That  is  indeed  saving  at  the  spigot  and  wasting  at  the 
bunghole. " 

The  Teacher  as  a  "Play  Leader,"  The  teacher  as  a  "Play  Leader"  has  a 
field  for  influence  fertile  beyond  that  of  any  other  human  being,  for  it  is  in 
play  that  children  begin  their  personal  relations  with  each  other  and  it  is  right 
here  they  should  be  taught  the  meaning  of  courtesy,  manliness  and  womanli- 
ness and  that  of  the  greatest  word  in  the  true  boy's  and  girl's  vocabulary — 
HONOR.  In  play  they  learn  to  control  their  muscles,  to  correlate  hand  and 
eye  and  to  establish  their  right  to  exist.  Here  is  where  they  first  learn  to  rec- 
ognize the  rights  of  each  other  and  that  those  rights  slundd  be  respected.  Here 
also  they  learn  the  rules  of  the  game — fair  play,  "take  your  turn"  and  the 
square  deal.  In  play  children  soon  begin  to  express  the  impressions  they  re- 
ceive from  those  with  whom  they  come  mostly  in  contact,  namely,  parents  and 
teachers.  In  ])lay  it  is  posisble  for  them  to  learn  to  nurse  their  troubles  and 
pains  without  a  murmur,  to  l)e  kind  to  opponents  in  defeat  and  thoughtful  of 
them  in  victory.  Only  in  play  is  the  real  child  nature  displayed.  Observe  for 
a  (Short  while  the  children  on  a  playground  as  they  play  their  various  games. 
One  has  not  long  to  wait  before  selecting  the  "follower,"  the  selfish  individ- 
ual, always  elbowing  to  the  front  to  "play  to  the  grandstand,"  aiul  the  natural 
leader,  with  his  latent  power  for  good  or  evil,  as  environnu^it  and  influence 
may  determine.  Nowhere  are  life  habits  so  easily  formed  as  on  a  playground 
or  in  |;lay  anywhere,  for  that  matter,  and  a  tc^aeher  has  a  score  of  chances  eacli 
day  to  direct  liabit.  In  general,  children  learn  their  methods  of  play  and  their 
attitnde  towai'd  it  and  op]ionents  from  those  in  charge  of  the  jilay  time,  there- 
fore it  is  of  vital  im]iortance  that  the  type  set  before  them  should  be  of  the 
highest   and   l)est. 

Why  Supervision  is  Necessary.  When  playgrounds  and  jilay times  are  not 
supervised  we  are  very  apt  to  fiiul  that  results  obtained  are  anything  luit  those 
we  desire.  A  teacher  should  permit  none  but  the  best  conduct  at  all  tinu's  and 
undei'  Jill  eircMinslances,  language  only  that  is  respectable  and  respectful  iwid 
she  should  see  to  it  thai  all  children,  large  and  small,  weak'  and  strong,  are 
given  a  fair  chance  in  names  and  on  ajiparatus  and  that  the  play  space  is  ])i'e- 
vented  l'f(Mii  l)e<'oming  a  public  nuisance  tlirtuigh  its  iu)ise  and  disordei'.  Not 
all   uanies  are  safe  ones.   ni;in\'  of  tlieiu   heinu'  extremeh'   dangei'ous  to  life  ,ind 


FOR  SCHOOLS  AND  PLAYGROUNDS  25 

liiiil).  ami  it  is  very  important  that  such  games  be  eliminated  by  the  teachin- 
from  all  use  on  the  playiiround. 

A  Teacher's  Personal  Methods.  It  is  very  necessary,  indeed,  that  a  teach- 
er should  know  how  t(»  l)e  friendly  with  children,  to  be  a  good  comrade,  to  sym- 
pathize Avitli  them,  to  take  an  interest  in  all  their  plans  and  experiences  and 
make  a  success  of  helping  them  in  all  their  right  endeavors.  A  teacher  should 
possess  a  good  working  knowledge  of  all  games  and  the  rules  that  control  them 
if  she  would  hold  the  interest  of  the  children  in  her  care  and  be  a  strong  influ- 
ence in  their  midst.  There  is  nothing  that  so  quickly  diminishes  a  teacher's 
influence  and  standing  with  children  on  a  playground  as  ignorance  of  rules  of 
games,  or  lack  of  interest  in  i)layground  activities. 

General  Ends  to  be  Secured.  The  general  ends  to  be  secured  by  play. 
Iiroj'.erly  supervised,  ai'c: 

1.  Health. 

2.  Physical  strength. 

3.  Organic  strength. 

4.  The  development  of  a  maximum  of  energy. 

5.  The  happiness  of  the  children. 

Social  Ends  to  be  Secured. : 

1.  Cleanliness. 

2.  Politeness. 

4.  Obedience  to  law. 

3.  Formation  of  friendships. 

5.  Loyalty. 

6.  Justice. 

7.  Honest}'. 

8.  Determination. 

Cleanliness.  ■'Cleanliness  is  an  instinct,  any  deviation  from  which  is  an 
abnormality." 

There  is  a  great  difference  between  chronic  dirt  and  that  which  is  ac- 
quired during  a  r(nising  good  game.  Dirt  acc^uired  undcu-  the  latter  conditions 
is  highly  respectable,  provided  it  is  not  allowed  to  form  a  permanent  crust.  Do 
not  ask  or  expect  clean  children  to  take  hold  of  hands  that  are  dirty.  Children, 
should  be  taught  to  care  for  their  bodies  properly.  Unclean  children,  those 
who  give  only  the  minimum  amount  of  attention  to  their  personal  appearance, 
should  not  be  tohu-ated  on  a  playground  any  more  than  in  a  school  room,  but 
where  play  spaces  are  connected  with  schools  there  is  very  little,  if  any  trouble 
of  this  sort,  as  it  is  controlled  through  the  school. 

Politeness.  It  dtx^s  not  require  much  effort  on  the  part  of  those  in  charge 
to  t(^M('li  ])o]iteness,  for  if  a  teacher  herself  is  polite,  children  will,  in  most  cases, 
imitale  hei'  in  this  resjiect  as  in  many  others.  A  teacher  should  emphasize  this 
point  in  her  contact  with  childi-en,  for  then  it  is  that  we  are  apt  to  secure  a 
good  average  result  from  them.     She  should  insist  on  po]it(Miess  to  everyone, 


26  PHYSICAL  EDUCATION  COMPLETE 

herself  included.     Children  will  need  instruction  in  this  respect,  for  they  are 
very  rarely  natufally  polite  and  do  not  know  what  politeness  requires. 

Formation  of  Friendships.  A  friendly  spirit  is  very  essential  to  the  suc- 
cess of  play  and  it  is  one  of  the  most  valuable  kinds  of  training  that  any  play- 
ground can  give.  Teachers  should  repress  the  forward,  selfish,  obstinate 
ones,  at  the  same  time  give  all  the  encouragement  possible  to  the  shy  and 
backAvard  children  and  teach  all  to  be  good  comrades,  good  friends  everywhere. 

Obedience  to  Law.  Children  should  be  taught  to  live  up  to  the  rules  of 
all  games,  because  they  are  the  rules  and  that  it  is  the  proper  thing  to  do.  Do 
not  attempt  to  make  children  law-abiding  from  the  fear  of  penalties.  That 
does  not  instill  in  them  the  lessons  we  would  make  life  habits.  We  should 
teach  that  right  is  might. 

Loyalty.  Strive  to  secure  loyalty  in  all  games,  to  nW  teams,  to  the  school 
and  its  playground.  The  attitude  of  teachers  determines  the  attitude  of  chil- 
dren under  their  control.  The  idea  of  games  and  athletics  is  defeated  when 
children  are  taught  loyalty  that  is  of  the  blind  sort,  when  they  have  it  instilled 
in  them  that  there  is  no  courtesy  due  opponents  and  that  there  is  no  such  thing 
as  the  rights  of  others.  We  see  a  great  deal  of  this  variety  of  loyalty  in  our 
present  day  schools  and  in  nearly  every  case  the  fault  may  be  traced  to  the  atti- 
tude of  the  instructors  in  charge.  Teach  children  to  be  courteous  winners  and 
graceful  losers,  qualities  that  are  fundanuMital  to  good  citizenship. 

Justice,  (a)  The  teacher  should  permit  no  conduct  on  the  ])layground 
that  does  not  belong  to  the  "square  deal"  family.  Talk  and  preach  square 
deal  every  time  the  opportunity  presents  itself  and  see  to  it  that  the  oppor- 
tunity presents  itself  so  often  that  square  deal  becomes  a  natural  thing  with 
children. 

(b)  The  older  children  should  not  be  allowed  to  take  things  away  from  the 
younger  ones. 

(c)  "Take  your  turn!"  is  a  rule  that  should  apply  to  all. 

(d)  Do  not  allow  children  to  remain  on  coveted  ap])aratus  too  long.  Give 
all  a  fair  chance. 

(e)  Do  not  allow  children  to  tantalize  and  annoy  opiionents  on  the  play- 
ground at  any  time. 

Honesty.  Many  are  the  opportunities  for  dishonesty  in  games  and  a 
teacher  should  deal  very  severely  with  cluniting.  Strive  to  .secure  honest\- 
above  everything'  else. 

Determination.  It  is  not  uncommon  to  find  ehildri'u  who  will  try  a  "stunt" 
once  (ir  twii-r  and  give  it  up  if  not  successful.  Some  are  very  easily  discour- 
aged if  tlieir  opponents  make  a  larger  score  or  dis])lay  more  ability  in  games 
than  they  and  such  children  fre<pu'ntly  attempt  to  withdraw  from  the  uanie 
and  uive  up  enticely.  Kight  here  we  are  afforded  one  of  the  best  oi)portunities 
to  teach  ehildren  thai  the  will  should  succeed  in  spite  of  every  obstacle.  I\eep 
a   pleMliful  supply  of  encouraucnieiit    on   hand   for  use  in  just  such  cases. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


27 


Competition.  All  life  is  one  great  competition  and  we  have  it  within  onr 
power  to  help  boys  and  girls  prepare  for  it.  Competition  carried  to  a  high  de- 
gree is  not  sport,  while  the  proper  dosage  is — and  most  beneficial.  The  intense 
competition  that  is  a  part  of  so  many  of  the  athletic  contests  of  to-day  does 
away  with  all  the  benefits  that  may  have  been  acqnired  dnring  the  valnable 
period  of  training.  Over  exertion  on  the  field  in  competitive  games  and  ath- 
letics is  far  more  common  than  most  people  realize.  A  sensible  balance  shonld 
be  maintained  and  it  is  the  duty  of  every  teacher  in  charge  of  this  work  to  reg- 
ulate competition  whenever  it  is  possible  and  it  should  be  made  possible  by 
them  to  regulate  it.  Talk  with  the  athletes  of  days  that  are  gone  and  you  will 
hear  confessions  that  will  often  astonish  you.  It  is  one  of  a  teacher's  duties  to 
see  that  this  phase  of  playground  work  is  adjusted  for  the  boys  and  girls  in 
their  care. 


'OFF   TO   THE    SAND-PILE." 


SUGGESTIONS  FOR  THE  CONTROL  OF  APPARATUS 

Sand  Bin.     1.  The  Bin  should,  by  all  means,  be  enclosed  in  order  that  it 
ma}'  be  kept  clean. 

2.  In  some  communities  it  is  advisable  to  change  the  sand  every  six  or 
eight  weeks. 

3.  Lunches  should  not  be  eaten  in  the  enclosure. 

4.  Boxes  aud  papers  should  not  be  thrown  about  in  the  Bin. 

5.  The  sand  should  be  kept  moist  enough  to  hold  together  for  the  construc- 
tion  work  of  the  children. 

6.  Children  should  not  be  permitted  to  throw  sand  at  each  other. 

Teeters.     1.  A  child  should  not  jump  or  slide  off  the  board  when  another 
child  is  up  ui  the  air. 

2.  Little  children  should  not  be  permitted  to  stand  on  the  boards  to  teeter. 

3.  They  should  not  "bump"  in  order  to  attempt  to  displace  the  child  on 
the  other  end  of  the  board. 


28  PHYSICAL  EDUCATION  COMPLETE 

4.  To  get  off  the  l)oard — the  teeter  sliould  he  first  hrought  to  the  hdrizon- 
tal  position,  when  the  eliildren  get  off  one  at  a  tinie. 

(Unless  a  child  knows  when  his  companion  is  going  to  get  off  the  teeter 
board,  one  of  tliein.  and  p()s.sil)ly  ])()th.  may  be  injured.) 

Swings.  1.  Swings  shonld  always  be  enclosed.  ]\Iany  accidents  are  thus 
prevented. 

2.  Little  people  should  not  liave  to  use  swings  that  the  older  children 
have.  If  possible,  erect  sets  for  the  little  ones  and  separate  sets  for  both  the 
larger  boys  and  girls.  If  this  cannot  be  done,  set  definite  hours  for  the  use  of 
the  swings,  that  all  may  have  a  chance  on  them. 

(This  applies  to  a  great  deal  of  the  apparatus  on  any  playground.) 

3.  Girls  should  not  be  allowed  to  swing  standing  up  unless  they  are  pro- 
vided with  bloomers,  the  darker  ones  being  more  preferable  for  playground 
use. 

Horizontal  Bar.  1.  Some  provision  shoidd  be  made  for  a  landing  pit  for 
use  Avith  HIGH  bars. 

2.  See  that  the  bar  for  girls  is  located  in  some  more  secluded  portion  of 
the  Playground. 

3.  Permit  no  girl  to  use  the  Bar  who  is  not  provided  with  liloomers. 

Slide.  This  piece  of  apparatus  will  always  re(juir('  the  closest  sort  of  su- 
pervision.   Definite  rules  for  its  use  should  be  established  and  CARRIED  OUT. 

1.  Children  should  not  slide  do•\^^l  in  ;iny  but  a  sitting  position. 

2.  The  soles  of  the  shoes  should  not  come  in  contact  with  the  slide. 

3.  Children  should  take  their  turn  in  climbing  the  stairs.  There  should 
be  no  crowding  on  this  portion  of  the  apparatus.  By  insisting  on  this  there 
will  be  none,  and  one  child  will  slide  at  a  time. 

5.  Girls  should  udt  be  allowed  on  the  Slide  Avho  do  not  wear  Playground 
bloomers. 

6.  Xails  and  screws  should  never  be  jiermitted  to  even  peep  above  the 
board,  or  sliding  surface. 

7.  If  the  Slide  is  made  of  copper  or  zinc  sheeting,  eternal  vigilance  must 
be  exercised  in  its  care,  for  a  cut  in  the  plate  would  cause  an  ugly  Avound.  If 
made  of  Avood,  it  should  be  Avatched  for  splinters.  (A  wooden  Slide  should  be 
oiled  frequently  Avith  raAv  linseed  oil  or  Avaxed.) 

8.  Boys  and  girls  should  not  have  to  use  the  Slide  at  the  same  tinu\  Set 
definite  periods  for  each. 

A  Slide  properly  l)elongs  to  that  section  of  any  Playground  that  is  devoted 
to  the  little  folk's.  Do  not  have  a  stairwa\-  built  ovim-  six  feet  liigh  for  your 
Primary  children  and  l)e  sure  that  the  whole  piece  of  apparatus  is  strt)ngly  -.wid 
safely  made. 

(A   portion    of   the    outline    used    is    from    "A    Xormal    Course    in    Play,"    by    The    National    Playground 
and   Recreative   Association    of   America     by    permission.) 


CHAPTER  II 


Swedish  Gymnastics 


Why  We  Give  Gymnastics — Rules  for  the  Teaching  of  Gymnastics — The  Day's 

Order — Analysis  of  the  Day's  Order — Correct  Sitting,  Standing  and 

Walking   Positions — Some   Simple   Gymnastic   Positions 


Swedish  Educational  Gymnastics.  "(i\  imiastics  are  systematic,  bodily  ex- 
ercises, based  on  scientific  principles  and  founded  on  physiological  rules." 
Of  the  four  kinds  of  gymnastics,  namely.  Medical,  Educational,  Military  and 
Aesthetic,  we  consider  simply  the  Educational,  or  those  used  with  a  view  to 


SWEDISH   GYMNASTICS.     "ARMS    SIDEWARD— RAISE !" 


educating  the  mind  and  body.  Foi-  use  in  the  school  room  the  Swedish  System 
of  Educational  Gymnastics  is  the  most  practical.  No  apparatus  is  necessary 
and  every  lesson  provides  a  certain  number  of  sets  of  movements  that  are 
given  in  order,  each  group  having  a  certain  purpose  to  accomplish. 

Why  We  Give  Gymnastics.  During  the  majority  of  hours  spent  in  the 
schoolroom,  children  are  required  to  maintain  the  sitting  position.  As  their 
minds  are  intent  upon  the  work  before  them,  it  is  very  natural  fen-  the  head 
and  shoulders  to  droop  forw^ard,  the  chest  to  become  depressed  to  a  greater  or 
less  extent,  the  circulation  of  blood  in  the  abdominal  organs  to  be  checked  to  a 
certain  degree,  while  the  brain  in  its  activity  draws  a  great  deal  of  blood  to 
that  portion  of  the  body.  After  a  little  while  the  mind  grows  weary  of  concen- 
tration of  its  powers  upon  one  thing  and  the  muscles  long  for  an  opportunity 
to  share  in  activity.  The  circulation  of  the  blood  needs  to  be  equalized,  respi- 
ration deepened  and  strengthened  and  poor  postures  of  all  kinds  need  to  be 
corrected,  while  the  body  in  general  needs  to  be  given  tone  and  strength. 

Rules  for  Teachers  of  Gymnastics.  The  teacher  wdio  would  lead  a  class 
through  a  lesson  in  gymnastics,  must  bear  in  mind  the  following  rules : 

1.  The  lesson  must  be  j)lanned  with  care  and  earnestness  and  should  he 
learned  "bv  heart." 


30  PHYSICAL  EDUCATION  COMPLETE 

2.  Tlie  lesson  should  be  constructed  according  to  the  systematic  Progres- 
sive Day's  Order,  working  gradually  from  the  least  to  the  greatest  amount  of 
exercise. 

3.  Have  the  children  arranged  in  the  aisles  according  to  height.  This  plan 
permits  a  teacher  to  see  the  work  which  is  being  done  by  each  child. 

4.  It  is  verj^  important  that  all  commands  and  instruction  be  given  in  a 
quick  tone,  one  full  of  life  and  snap.  Energy  and  vim  should  be  expressed  in 
every  move  the  teacher  makes.  G^^mnastic  lessons  that  are  aimless  and  lifeless 
lose  all  their  value. 

5.  Children  should  be  taught  to  execute  all  exercises  with  seriousness  and 
precision  and  should  be  encouraged  to  employ  the  greatest  power  of  which 
they  are  capable  in  the  execution  of  the  Day's  Order, 

6.  Exercises  should  be  repeated  from  one  to  ten  times,  but  NEVER 
required  of  the  child  so  often  as  to  produce  fatigue.  Gymnastics  TAUGHT 
INTELLIGENTLY  NEED  NEVER  PRODUCE  AN  ILL  EFFECT.  A  lesson 
in  gymnastics  should  always  produce  the  result  that  is  intended — that  of 
refreshing  and  invigorating  the  mind  and  body. 

7.  Teach  children  to  breathe  easily  and  naturally  during  the  lesson.  (They 
should  be  cautioned  against  holding  the  breath  during  exercise  of  any  kind.) 

The  Day's  Order.  A  Day's  Order  comprises  the  following  groups  of 
exercises : 

1.  ORDER  ENERGISES. 

2.  LEG  ENERGISES. 

3.  ARCH  ENERGISES. 

4.  HEAVE  ENERGISES. 

5.  BALANCE  ENERGISES. 

6.  BACK  ENERGISES. 

7.  ABDOMINAL  ENERGISES. 

8.  LATERAL  TRUNK  ENERGISES. 

9.  JUMPING  ENERGISES. 

10.  SLOW  LEG,  OR  COOLING  OFF  ENERGISES. 

11.  RESPIRATORY  ENERGISES. 

Analysis  of  the  Day's  Order.  Tlie  ORDER  ENERGISES  are  intended  to- 
draw  the  pupil's  mind  away  from  the  work  he  has  been  doing  and  to  concen- 
trate his  thoughts  and  attention  upon  the  gymnastic  lesson  about  to  be  given. 
A  number  of  these  exercises  should  be  given  in  quick  succession  and  the  teach- 
er should  not  be  satisfied  to  proceed  with  the  work  until  she  has  secured  the 
alertnes^  in  obejang  commands  that  is  necessary  for  beneficial  work. 

The  LEG  ENERGISES  are  given  for  the  purpose  of  drawing  the  lilood  in 
larger  ({uantities  to  the  lower  extremities,  thus  relieving  the  brain  and  the  par- 
tial congestion  in  the  abdominal  organs.  These  exercises  also  stimulate  the 
general  circulation. 

The  ARCH  ENERGISES  expand  and  raise  the  chest  and  straighten  the- 
upper  part  of  the  back  and  neck. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


31 


The  HEAVE  EXERCISES  lift  and  broaden  the  chest  and  give  great 
strength  to  the  spine. 

(By  following  the  above  four  sets  of  gymnastic  movements  we  have  sent 
to  the  imiscles  more  blood  that  is  purer  and  better  and  more  venous  blood  has 
been  sent  on  to  the  heart  and  lungs  for  purification.  The  mind  is  relieved 
from  the  strain  previously  put  upon  it  and  muscular  response  to  the  will  is 
now  secured,,  while  a  stronger  foundation  for  the  following  groups  of  exercises 
has  been  supplied.) 

The  BALANCE  EXERCISES  train  for  equilibrium  and  the  ability  to  con- 
trol the  body  in  difficult  positions,  at  the  same  time  educating  the  sense  of 
correct  and  graceful  pose. 

The  BACK  EXERCISES  train  for  correct  carriage  of  the  shoulder  blades 
and  back  and  by  giving  strength  to  the  muscles  on  each  side  of  the  spinal  col- 
umn, do  much  toward  correcting  faulty  groAvth  of  the  spine. 


^^ 


1   "--WW 


SWEDISH    GYMNASTICS.     "ARMS    FORWARD— BEND  !' 


The  ABDOMINAL  EXERCISES  and  those  concerned  with  the  fore  part 
of  the  body  strengthen  the  abdominal  wall  muscles  and  stimulate  the  abdom- 
inal organs  by  the  change  of  pressure  that  is  exerted  upon  them. 

The  LATERAL  TRUNK  EXERCISES  strengthen  the  waist  muscles,  stim- 
ulate internal  organs  and  tone  up  the  spinal  nerves. 

(The  movements  mentioned  above,  followed  in  order  and  gradually  in- 
creased in  force,  require  stronger  action  from  the  circulatory  and  respiratory 
organs.  The  exercises  should  never  be  pushed  to  the  point  where  the  pupil 
becomes  breathless  or  suffers  any  uncomfortable  heart  symptoms.) 

The  JUMPING  and  RUNNING  EXERCISES  have  an  all-round  effect 
upon  the  whole  body.  The  highest  demand  is  now  made  upon  the  heart  and 
lungs  and  consequently  circulation  and  respiration  are  deepened  and  quick- 
ened, while  the  nerves  and  muscles  of  the  entire  body  are  stimulated  and 
strengthened. 

The  SLOW  LEG  or  COOLING  OFF  EXERCISES  now  follow  and  grad- 
ualh'  bring  the  heart  back  to  its  normal  state. 


32  PHYSICAL  EDUCATION  COMPLETE 

The  RESPIRATORY  p]XERCTSES  given  by  deep,  rhythmic  breathing 
movements  taken  in  connection  with  the  Slow  Leg  Exercises,  help  prepare  the 
body  foi"  the  rest  that  is  now  due  after  the  exertion  of  the  lesson. 

Rhythm  Training.  Even  though  music  is  available  for  use  in  marching 
lessons,  do  not  depend  upon  it  entirely  for  the  teaching  of  RHYTHM.  ^lake 
use  of  the  imitation  of  the  sound  of  the  raindrops — drip,  drip,  drip — and  the 
clock — tick,  tick,  tick— in  order  to  teach  and  develop  rhythm  in  little  children. 
It  is  far  wiser  to  be  independent  of  the  piano,  particularly  in  the  first  and 
second  grades,  where  rythm  training  should  be  given  every  possible  considera- 
tion. Never  lose  an  ojiportunity  to  strongly  develop  tlie  sense  of  rhythm:  and 
the  earlier  this  training  is  commenced  the  better  for  the  children  concerned. 
We  do  find  pupils  now  and  then  who  apparently  have  no  rhythm  in  their  na- 
tures and  it  is  most  distressing  to  note  their  vain  endeavors  to  accomplish  the 
work  which  is  done  with  ease  by  other  members  of  their  class.  Possibly,  had 
their  earlier  training  been  given  more  attention,  they  might  now  be  enjoying 
the  happiness,  at  least  in  part,  that  comes  to  those  who  possess  a  keen  sense 
of  rhythm. 

Correct  Standing  Position.  In  order  to  teach  the  correct  standing  posi- 
tion it  is  necessary  to  call  attention  to  certain  rules  which  should  be  kept  con- 
stantly before  the  children.  Avoid  always  the  command,  "Shoulders  Back!" 
When  attention  is  so  called  to  poor  positions  of  the  shoulders,  children  in  many 
cases  assume  unnatural  and  highly  exaggerated  positions  Avhich  the  instructor 
is  then  called  upon  to  correct.  If  children  can  be  taught  the  correct  positions 
which  the  body  should  assume,  and  this  is  possible,  the  shoulders  will  hang 
NATURALLY,  limp,  and  resemble  a  yoke. 

To  teach  the  correct  standing  position  have  the  child — 

1st.     Place  one  hand  on  the  abdomen  and  tlu'  other  on  the  back  just 

below  the  waist. 
2nd.  Draw  the  abdomen  well  in  and  \i\)  so  that  the  muscles  are  hard 
and  firm  and  with  the  hand  on  the  back  press  the  body  forward, 
or  in  other  words,  tilt  the  pelvis  forward.     This  ])rings  the  lower 
part  of  the  body  in  the  correct  position  antl  raises  the  chi'st  to  its 
proper  height.    Lower  the  hands  to  the  sides. 
3rd.   Now  tell  the  child  to  stretch  as  high  as  possible,  to  make  himself 
just  as  tall  as  he  can.     Say  nothing  about  positions  of  the  shoul- 
ders or  feet,  as  they  fall  into  the  correct  position  naturally. 
I'oor  digestion  and  constipation  are  often  due  to  a  rearing  backward  of 
the  body  and  a  stretching  of  the  a])dominal  muscles,  which  cause  the  intestines 
to    n  st    in    ;m    improper   position.     We   cannot    lie    too    critical    in    tlie   matter 
of  pool-  liodily  positions  nor  can  we  emphasi/e  this  ]ioint  too  iiiucli.     We  must 
be  constantly  speaking  to  children  about    pooi-  jjostures.   constantly   woi'king 
witli  them  to  overcome  the  troul)le.    Speaking  of  the  matter  once,  or  occasion- 
ally, is  not  going  to  accomplish  the  desired  end.   It  requires  tinu^  and  patience. 
The  first  point  to  win  is  to  make  the  child  conscious  of  the  nial  jiosture.  then 


FOR  SCHOOLS  AND  PLAYGROUNDS  33 

watch  liiiii  and  iicvci'  lose  a  chance  to  help  him  assiiiiic  the  correct  bodily  posi- 
tion. Do  not  ])('i'iiiit  children  to  stand  so  that  one  hij)  is  elevated  and  the  other 
lower. mI.  When  we  leai'n  to  pi'event  si)inal  curvatures  there  will  be  no  need  to 
labor  to  cure  them. 

Correct  Sitting  Position.  1st.  The  feet  should  rest  normally  on  the  floor, 
that  is,  the  entire  bottom  of  each  foot  should  rest  comfortal)ly  and  easil^y  on  the 
floor. 

2nd.  The  height  of  the  desk  should  be  such  that  the  child  can  place  his 
arms  on  it  without  raising- the  shoulders  or  having  to  bend  over  it,  which  haj)- 
])ens  when  the  desk  is  too  low. 

3rd.  The  seat  must  have  a  bade  which  will  supj^ort  the  small  of  the  back 
and  not  the  shoulders. 

4th.  The  s])ace  between  the  desk  and  the  child  should  be  ample  to  permit 
of  free  )novement  in  the  seat. 

When  the  seat  is  too  high  and  the  child  has  to  stretch  his  toes  to  touch 
the  floor,  the  nerves  and  blood  vessels  under  the  knees  are  depressed  and  thus 
circulation  interfered  with  to  a  great  extent.  Children  should  not  be  allowed 
to  slide  down  in  the  seat  so  that  the  end  of  the  spine  is  in  contact  with  the  seat. 
If  the  child  finds  the  desk  is  either  too  high  or  too  low  he  will  write  with  one 
hand  on  the  desk  and  the  other  is  ])laced  in  his  lap  for  support,  thus  producing 
Scoliosis,  a  lateral  curvature  of  the  spine.  It  is  stated  that  55)  per  cent  of  all 
children  have  this  troubl(\  Simdl  foot  rests  should  always  be  furnished  where 
the  desks  cannot  be  made  to  fit  the  child.  Do  not  attemjit  to  get  along  without 
careful  attention  to  this  mattei*. 

Correct  Walking  Position.  1st.  The  toes  should  point  ALMOST  STRAIGHT 

AIIEAJ).  It  is  a  Aveak  foot  that  toes  out  to  the  extreme.  The  natural  position 
of  the  foot  is  in  a  direct  line  with  tlie  knee. 

'2nd.  The  body  should  be  carried  easily  and  gracefully  and  always  accord- 
ing to  the  rules  for  correct  standing. 

3rd.  The  arms  should  hang  naturally  and  easily  at  the  sides  and  should  be 
permitted  to  swing  two  or  three  inches  each  side  of  the  hips  while  a  person  is 
Aval  king. 

4th.  The  head  should  be  carried  in  the  erect  position  Avith  the  neck  press- 
ing against  the  collar  button  in  the  back. 

ath.  THEN  LOOK  EVERYONE  SQUARELY  IX  THE  FACE. 


34 


PHYSICAL  EDUCATION  COMPLETE 
SOME  SIMPLE  GYMNASTIC  POSITIONS 


Fundamental  Standing  Position. 

Command:    "At-TENTION!"   or 
"Po-SITION!" 

Heels  touctliei'.  toes  turned  out  to  foi'in 
ail  acute  ani^le.  kuees  aud  hips  straight, 
chest  high,  head  aud  trunk  erect,  chin  held 
in.  slioulder  blades  well  back,  shoulders 
held  d(»\vn  and  at  the  same  level,  arms  at 
sides,  palms  next  to  thighs  with  thund)s 
forward  and  eyes  to  the  front. 

(Note:  The  correct  fundamental  and 
starting  positions  must  be  kept  through- 
out the  lesson  as,  all  movements  are  based 
on  the  shape  of  the  body  when  the  correct 
positions  are  assumed.) 


FUNDAMENTAL   STANDING    POSITION. 


Command:    "In  Place— REST!" 

The  command,  "In  Place,  BEST!" 
means  that  a  restful  position  is  to  be  as- 
sumed. The  right  foot  holds  its  place  on 
the  floor  Avhile  a  short  astride  step  i;« 
taken  with  the  left  foot  or  either  foot  is 
placed  forAvard  as  if  taking  the  first  walk- 
ing step,  the  arms  a1  the  sides  of  the  body, 
bul  the  chest  shouhl  not  be  permitted  to 
sink. 

CAUTIO.X  :  Care  should  be  exercised  to 
see  tliat  the  weight  of  the  body  is  distrib- 

u1i'(|    evenl\'    on    l)oth    feet. 


'IN  PLACE— REST  r' 


FOR  SCHOOLS  AND  PLAYGROUNDS 


35 


Command:    "Hips— FIRM!" 

A  rapid  change  is  made  from  tiie  funda- 
mental position  hy  placing  the  hands  on 
the  hips,  grasjiing  well  over  the  front  part 
of  the  hip  bone,  thumbs  backward,  fingers 
toward  the  front,  elbows  in  a  line  with  the 
shonlders.  position  of  the  rest  of  the  body 
unchanued. 


•NECK    FIRM!" 


Command:     "  Neck— FIRM ! " 

The  hands  are  placed  quickly  to  the 
l)aek  of  the  neck,  fingers  either  interlaced 
or  finger  tips  touching,  head  kept  erect 
and  Avell  back,  slioulders  drawn  back  and 
elbows  in  line  with  shoulders. 


Command:  "Head  Backward — PULL!" 

AVith  the  body  in  the  fundamental  posi- 
tion or  hips  firm,  the  head  is  drawn 
BACKWARD  (NOT  DOWNWARD  TO 
THE  REAR)  as  far  as  possible.  The  eyes 
should  he  directly  to  the  front. 


•HEAD     BACKWARD— PULL!" 


36 


PHYSICAL  EDUCATION  COMPLETE 


V  la 

*•.    .  .  •*  * 

V-.^^^A     . 

Am 

'ISr^^^^-*' 

■ 

-" — '.-,'1?'''  yv,~" 

|__^^^23SHB 

y 

■ 

Command:  "Arms  Upward — BEND!" 

The  forearms  are  quickly  flexed  ui)- 
Avnrd  against  the  upper  arm,  elbows  close 
to  the  sides,  hands  closed,  fingers  facing 
shoulders,  elbows  and  shoulders  in  tlie 
same  ^ine. 


'ARMS    UPWARD— BEND!" 


Command:  "Arms  Side- 
ways—STRETCH ! " 

From  the  fundaiiuMital 
position  the  arms  are 
moved — ■ 

Lst.  To  the  I'|)\vai'(l, 
KKXD!  position. 

2n(l.  They  ai-c  extended 
willi  foi'ce  sideways  on  a 
level  witii  llie  slioulders, 
hands  closed,  (inucrs 
tiirne(|  (h)-,vnwai-d.  or  llie 
hands  m  ly  he  opened, 
fingers  sli'etehed.  palms 
downwa  I'd. 


•ARMS   SIDEWAYS-STRETCH!" 


FOR  SCHOOLS  AXD  PLAYGROUNDS 


37 


Command:   "Arms  Forward — BEND!" 

From  the  fundamental  jiosition  the  arms 
are  flexed  at  the  t^lbows  and  quickly 
raised  a,saiii>t  the  chest.  ]!alms  facing  the 
floor,  fingers  extended.  thuml)s  against 
the  chest  and  elliows  on  a  line  with  the 
shoulders,  shoulders  drawn  well  hack- 
ward. 


"ARMS    FORWARD— BEND!" 


Command :  ' '  Arms  Sideways — 
FLING!" 

The  arms  are  extended  forcibly 
from  the  Arms  Forward.  BEND  I  po- 
sition to  the  sideways  position  on  a 
line  with  the  shoulders,  palms  facing 
downward. 


"ARMS    SIDEWAYS— FLING!" 


38 


PHYSICAL  EDUCATION  COMPLETE 


Command : 


'Arms  Half  Sideways- 
BEND!" 


From  Arms  Sideways,  FLIXG !  position, 
the  elbows  are  bent  to  right  angles,  fore- 
arms and  hands  raised  to  the  perpendien- 
lar,  palms  facing  head. 


'ARMS    HALF    SIDEW AYS-BEND  !" 


Command:  "Feet  Astride — Trunk 
Forward— BEND ! ' ' 

From  the  fundamental  position  the 
hands  are  placed  on  the  hips,  tlie  astride 
position  is  taken,  the  l)0(ly  is  bent  for- 
ward at  the  hips  as  fai-  as  ])(>ssible,  tlie 
hack  is  kept  straiglit,  the  head  up  and  the 
eyes  looking  straight  ahead. 


'FEET   ASTRIDE— TRUNK    FORWARD- 
BEND!" 


FOR  SCHOOLS  AND  PLAVGROIXDS 


39 


■ 

^^^^^■^i^l 

M 

A.-^    j^jj 

ifT*"'' 

Inn 

j[^5t^ 

^^'- 

■■»y. 

Irak}; 

Command:  "Trunk  to  the  Left — 
(Right)— BEND!" 

From  the  fuudamental  position  the 
hands  are  placed  on  the  hips,  chest  is 
raised  and  tlie  trunk  is  lowered  to  the 
left. 


'TRUNK   TO   THE    LEFT— (RIGHT)- 
BEND!" 


Command:  "Hips  Firm— Heels  RAISE!" 

From  the  fundamental  position  the 
handn  are  placed  on  the  hips,  the  body  is 
lifted  up  on  the  toes  as  far  as  possible  by 
stretching  the  insteps,  heels  kept  tog-eth- 
er, the  body  well  balanced. 


'HIPS    FIRM— HEELS   RAISE!" 


40 


PHYSICAL  EDUCATIOX  COMPLETE 


Command:  "Knees  BEND!" 

Following  position  "Hips  Finn,  Heels, 
KAISE !"  the  knees  are  bent  in  a  lino  with 
the  feet,  body  well  balanced. 

"Deep  Knee.  BEND!"  follows  the 
above,  when  the  knees  are  bent  still  fnr- 
ther — as  far  as  possible — not  to  the  ex- 
tent, however,  of  resting  the  body  on  the 
calves  of  the  legs. 


'KNEES    BEND!' 


Command:  "Right  Knee  Upward — 
BEND!" 

From  the  funchmiental  position  the 
hands  are  changed  to  "Hips.  FIRM!"  the 
weight  of  the  body  is  shifted  to  the  left 
leg  and  the  right  knee  is  bent  qnickly  and 
raised  on  a  line  with  the  left  hip.  The  leg 
hangs  in  a  perpendicular  ])()sition,  toes 
point  itig  downward  and  ontward. 


'RIGHT    KNEE    UPWARD— BEND  r 


FOR  SCHOOLS  AND  PLAYGROUNDS 


41 


'LEFT    FORWARD— FALL    OUT!" 


Command:  "Left  Forward— FALLOUT ! " 

With  "Hips— FIRM!"  the  left  foot  is 
placed  in  a  direct  line  forward  from  the 
fnndamental  foot  position,  the  left  knee 
is  bent  as  far  as  ]iossible,  while  the  right 
foot  remains  in  its  original  position  with 
the  heels  and  sole  of  foot  in  contact  with 
the  floor. 


Left,  Right  and  Front  Dress.  When  the  command  "Left— DRESS!"  is 
given — tlie  one  at  the  extreme  left  end  of  the  line  looks  straight  ahead.  The 
rest  tnrn  heads  (only)  toward  the  left,  place  the  left  hand  on  the  left  hip, 
elbow  barely  touching  the  neighbor's  right  arm,  then  straighten  the  line. 

The  command  "Right — DRESS!"  shonld  be  followed  by  movements  in 
exactly  the  opposite  direction. 

At  tlie  eonnnand  "Front — DRESS!"  the  fundamental  standing  position  is 
taken,  all  eyes  to  the  front,  hands  raised  in  front  of  the  body.  The  distance 
between  children  should  be  sufficient  to  prevent  finger  tips  touching  the  child 
in  front. 

Left  Face.  When  the  command  "Left — FACE!"  is  given,  the  toes  of  the 
left  foot  and  heel  of  the  right  are  raised  off  the  floor,  a  ciuarter  turn  to 
the  left  is  made,  at  the  same  time  pushing  against  the  floor  with  the  toes  of  the 
right  foot,  which  helps  materially  in  getting  the  body  around  into  the  correct 


42  PHYSICAL  EDUCATION  COAIPLETE 

position,  the  toes  of  the  left  foot  are  then  placed  upon  the  floor  and  tlie  weight 
of  the  body  placed  upon  tlie  left  foot,  the  toes  of  the  right  foot  still  tonehing 
the  floor.     Tlie  coiniiiand  "FACE!"  takes  the  place  of  Connt  1. 

Count  2.  As  soon  as  the  above  movements  have  been  executed,  the  count 
two  is  given  and  the  right  foot  is  placed  alongside  the  left  for  the  correct 
standing  position.  Very  soon  this  count  may  be  omitted,  as  children  will  exe- 
cute without  the  order. 

Right  Face.  For  "Right — -FACE!"  the  movements  are  exactly  the  oppo- 
site direction. 

Left  or  Right  About— FACE  !  The  movements  for  ' '  Left  About— FACE  ! ' ' 
are  the  same  as  for  "Left — FACE!"  except  a  half  circle  turn  to  the  left  is 
made  instead  of  a  quarter  turn.  "Right  About — FACE!"  is  the  opposite  in 
every  particular. 


CHAPTER  III 


Gymnastic  Lessons  for  Primary  G-rades 


Imagination  Plays;  Gymnastic  Stories  and  Lessons  for  Grade  I;  Gymnastic 

Lessons  for  Grades  II,  III,  IV  and  V 


During  the  month  of  September  make  use  of  the  Physical  Training  Periods 
hy  giving  Deep  IJreathing  Exercises  for  a  Five  ^Minute  Period  in  the  morning. 
For  the  Ten  ]\iinute  Periods,  one  in  the  morning  and  one  in  the  afternoon,  use 
quiet  games  in  the  school  room  and  allow  a  few  moments  of  general  relaxation, 
(iive  the  ehildren  the  opportunity  to  stretch  their  arms  and  legs  and  to  take  a 
few  deep  breathing  exercises  in  unison  before  taking  up  their  class  work  along 
other  lines. 

FIVE  MINUTE  PERIODS 

Children  sitting,  backs  pressed  against  the  seats,  hands  with  palms 
together  are  resting  on  the  desks. 

Exercise 

With  a  deep,  slow  breath  hands  are  turned  so  that  palms  face  the  ceiling, 
arms  are  stretched  sideAvard,  backward  and  upward,  heads  tilted  back  (do  not 
permit  heads  to  rest  on  the  desks  behind),  eyes  looking  at  the  ceiling  and  all 
the  while  INHALING  SLOAVLY.     (Count  1.) 

Return  arms  quickly  to  the  original  position.     (Count  2.) 

Repeat  about  five  times.  Give  the  first  part  of  the  exercise  slowly.  As 
the  children  become  more  and  more  accustomed  to  it,  increase  the  count  to  ten 
and  fifteen  during  the  period. 

IMPORTANT:  Encourage  the  children  to  push  hard  against  the  backs  of 
the  seats,  to  stretch  the  arras  to  the  rear  as  far  as  possible  and  to  maintain  good 
position  of  the  head. 


Children  standing  in  aisles,  heels  together,  heads  erect,  chins  in,  chests 
raised  and  hands  placed  on  hips. 

Exercise 

1.  Deep,  slow  rhythmical  breathing  to  the  teacher's  count. 

2.  Children  place  one  hantl  ou  the  chest  and  try  by  deep  breathing  to  see 
how  high  they  can  raise  the  hand.    Change  hands  and  repeat. 

3.  Arms  circle  overhead  to  the  teacher's  count,  the  children  all  the  while 
inhaling  slowly.  Exhale  slowly  and  quietly  or  quickly  and  with  force.  The 
teacher's  count  should  govern  the  manner  in  which  the  exhaling  is  done. 

4.  Arms  sideward  raising,  height  of  shoulders  while  the  children  inhale. 
Slowly  or  quickly  sink  while  they  exhale. 

Select  any  one  of  these  exercises  and  repeat  several  times  during  the 
period. 


44  PHYSICAL  EDUCATION  COMPLETE 

IMAGINATION  PLAYS  FOR  GRADE  I 

(As  far  as  possible  use  at  the  proper  season  of  the  year.) 

UNDERHAND  BALL  PITCHING 

The  child  stands  witli  the  left  foot  forward,  knee  straiglit,  right  knee  well 
bent,  left  hand  resting  on  the  left  leg  near  the  knee,  right  hand  extended  to  the 
rear.  Extend  right  hand  full  length  of  arm  to  the  front  of  the  body,  left  knee 
bent  and  right  knee  straight.     (Repeat  in  slow  succession.) 

OVERHAND  BALL  THROWING 

The  child  stands  with  the  left  foot  forward,  knee  straight,  right  knee  well 
bent,  left  hand  at  left  side,  right  hand  raised  at  back  of  head.  Extend  the 
right  hand  full  length  of  arm  in  an  OVERHAND  throwing  movement,  bend  the 
left  knee  and  keep  the  right  knee  straight.  The  right  foot  should  now  be 
raised  to  the  "tip-toe"  position.     (Repeat  in  slow  succession.) 

"BATTER  UP" 

The  child  stands  with  the  feet  apart,  both  hands  clasped  as  if  grasping  a 
bat,  the  right  on  top  of  the  left,  both  arms  bent  and  drawn  back  over  the  right 
shoulder.  Extend  both  arms  to  the  front  and  left  of  the  body,  left  knee  bent 
and  the  right  foot  raised  to  the  "tip-toe"  position.  (Repeat  in  slow  succession.) 

VOLLEY  BALL  TOSSING 

The  child  stands  with  feet  apart,  left  knee  straight,  right  knee  bent,  both 
arms  drawn  back  OVER  THE  RIGHT  SHOULDER,  liands  open  as  if  holding  a 
large  ball.  Both  hands  are  now  extended  in  front  of  the  chest  and  as  far  as 
possible  to  the  left  of  the  body,  as  if  tossing  a  heavy  ball  through  the  air,  the 
left  knee  is  bent,  the  right  held  straight  and  the  feet  kept  firml}'  on  the  floor 
in  the  original  position.     (Repeat  in  slow  succession.) 

DRIVING  AWAY  JACK  FROST 

1.  Warming  the  Hands.  Rub  the  hands,  palms  together,  i)assing  the  fin- 
gers of  one  hand  into  the  palm  of  the  other,  alternating  in  quick  succession, 
then  work  the  hands  as  if  washing  with  soap.  Clap  the  hands  in  rhythm  Avith 
music,  by  the  teacher's  count  or  tap  of  bell:  first,  palms  together,  tips  of  fin- 
gers pointing  forward;  then  with  the  right  hand  uppermost,  tips  of  right 
fingers  falling  on  left  thumb,  and,  lastly,  clap  with  the  left  hand  uppermost, 
tips  of  left  fingers  falling  on  the  right  thumb. 

2.  Warming  the  Feet.  Hands  are  placed  on  the  hips,  then  the  feet  go 
"Stamj),  Stamp,  Stamp,"  first  left,  right,  left,  etc.,  the  feet  being  well  raisc^I 
to  the  rear.  Change  by  lifting  the  feet  in  front  of  the  body,  knees  raised  high 
as  the  hips.  (Music  should  not  be  fast  for  this  jjortion  of  tln^  exercise,  though 
it  iiijiy  he  iinicli  more  so  for  the  backward  raising  of  the  feet.) 

3.  Warming  the  Body.  Feet  close  together,  arms  raised  the  height  of 
shoulders  jiikI  extended  to  the  sides,  then  brought  with  force  across  the  chest, 
the  right  luind  fjilliug  on  the  left  shoulder  and  the  left  hand  on  the  right 
shoulder. 


FOR  SCHOOLS  AND  PLAYGROUNDS  45 

WOOD  CHOPPERS 

1.  Chopping"  Down  the  Tree.  The  left  foot  is  placed  forward,  the  right 
slightly  to  the  rear,  left  knee  straight,  right  knee  bent,  both  hands  clasped  as  if 
grasping  an  ax  handle,  right  hand  over  the  left,  and  l)()tli  hands  drawn  BACK 
OVER  THE  RIGHT  SHOULDER,  eyes  looking  down  as  if  watching  the  spot 
on  tlie  tree  whore  the  ax  is  about  to  fall.  The  hands  are  now  lowered  with 
force  in  front  of  the  liod\-  and  somewhat  toward  the  left,  the  left  knee  is  bent 
and  the  right  straiglit. 

2.  Sawing  the  Tree  in  Small  Pieces.  The  child  faces  his  chair,  the  left 
foot  is  placed  upon  it  as  if  supporting  the  body  on  the  tree  he  is  about  to  saw 
into  pieces,  while  the  left  hand  grasps  the  upper  or  left  hand  end  of  the  saw, 
the  right  the  lower,  or  right  hand  end  of  the  saw  (hands  about  two  feet  apart), 
when  to  rhythmical  counting  or  music  he  pushes  down  on  "the  saw"  and  raises 
it  just  as  if  saAving  a  log.  The  KNEES  should  bend,  and  not  the  back,  as  the 
child  pushes  down  on  his  saw. 

3.  Splitting"  the  Pieces.  The  child  stands  A\ith  feet  apart,  both  hands 
clasped  and  close  together  as  if  grasping  an  ax  handle  and  raised  directly 
OVERHEAD.  Bend  the  body  backward  and  then  lower  the  hands  quickly  and 
with  force,  as  if  splitting  a  piece  of  wood  on  the  ground  in  front  of  the  body. 

GARDENERS 

1.  Clearing  the  Garden.  The  left  foot  is  placed  forward,  knee  bent,  right 
foot  to  the  rear  and  knee  straight,  hands  clasped  and  extended  forward  as  if 
grasping  a  rake  handle.  Now  pull  back  to  the  right  side  of  the  body  while  the 
left  knee  is  in  the  straight  position  and  the  right  bent.  Change  after  a  few 
counts  to  the  right  foot  forward,  etc.     (Repeat  in  slow  succession.) 

2.  Hoeing  the  Garden.  The  left  foot  is  placed  slightly  in  advance  of  the 
right,  both  knees  straight,  the  hands  are  clasped  as  if  grasping  a  hoe  handle, 
right  in  advance  of  the  left.  Raise  and  lower  in  cpiick  succession  to  represent 
chopping  movements  of  the  hoe.  Reverse  by  placing  the  right  foot  forward 
and  the  left  hand  in  advance  of  the  right,  etc. 

AT  THE  SEASHORE 

1.  Swimming.  Bend  the  arms  in  front  of  the  chest,  palms  of  the  hands 
pressed  together,  fingers  pointing  forward.  Stretch  the  arms  forward  as  far  as 
possible,  turn  the  hands  so  that  the  backs  of  the  thumbs  and  TWO  FIRST 
FTNGERS  ONLY  are  touching.  Now  jjush  the  arms  to  the  sides,  height  of 
shoulders  and  to  the  rear  as  far  as  possible,  then  return  the  arms  to  the  first 
position  in  front  of  the  chest  and  repeat. 

2.  Climbing  Ropes.  The  right  hand  is  clasped  as  if  grasping  the  rope  and 
raised  high  aliove  the  head,  the  left  foot  raised,  head  well  l)ent  backward  and 
eyes  looking  to  the  ceiling.  Pull  down  with  the  right  hand,  lower  the  left  foot 
then  raise  the  left  hand  and  right  foot.     (Repeat  in  slow  succession.) 


46 


PHYSICAL  EDUCATION  COMPLETE 


GATHERING  ORANGES 

1.  Picking  Oranges.  Raise  on  the  tip-toes  as  liigli  as  possible,  stretch  the 
right  hand  high  overhead,  tlic  h(vid  tipped  back,  and  piclc  the  orange.  Repeat 
several  times,  then  change  to  the  left. 

2.  Shaking  the  Orange  Tree.  The  child  stands  Avith  feet  ai)art,  hands  are 
clasped  in  front  of  the  body,  the  right  above  the  left.  Ti'unlv  is  bent  alter- 
nately to  the  right  and  left. 


GYMNASTIC  STORIES  FOR  GRADE  I 


NUTTING  TRIP 

A  VISIT  TO  THE  FARM  (  " 

A  VISIT   FROM   SANTA   GLAUS  (  " 

FIRE  DRILL  (  " 

PLAYING  SOLDIER  (  " 

SPRING-TIME  (  " 


(use  in  October) 
"   November) 
"   December) 
"   January) 
"   February) 
"   March) 


The  stories  used  in  First  Grades  should  be  short,  -witli  but  few  changes, 
however,  the  breathing  exercises  should  be  given  plenty  of  drill.  If  used  for 
Second  Grades  much  more  active  work  should  be  done  by  providing  several 
different  changes. 

By  the  use  of  simple  gymnastic  stories,  which  the  children  «'n.ioy  acting, 
we  are  enabled  to  start  them  on  their  Avay  toward  the  more  formal  lessons 
which  follow. 

A  Nutting  Trip,  as  given  below,  is  but  a  suggestion  for  teachers  who  are 
interested  in  the  work  of  these  grades.  The  length  of  the  story  must,  of  course, 
depend  upon  the  time  allowed  and  should  be  easily  completed  in  one  jieriod. 

(Note:  As  soon  as  the  children  have  the  idea,  it  is  well  to  drop  as  nnieh 
of  the  story-telling  as  possible,  thus  gradually  having  them  accomplish  more 
and  more  along  the  line  of  the  various  exercises.) 

A  NUTTING  TRIP 


''ATTENTION! 

To-day  we  are  going  to  tlie  woods 
to  gather  nuts. 

We  will  have  to  run  some  for  we 
liavc  (juite  fai'  to  go. 


We  must  run  faster,  faster,  faster, 
now»  slower,  slower-,  slower  and 
HALT! 


(The  children  assume  the  position  of 
ATTENTION,  heels  together,  hands 
at  their  sides,  chests  raised  and 
heads  erect.) 

(Children  place  hands  on  hips  and  to 
the  count  "1,  2,  :5.  Run!"  they  nui 
in  place,  to  the  teacher's  I'hytliiiiieal 
counting.) 

(See  tlial  they  raise  theii-  feet  Avell 
(luring  all  the  I'uuning.) 


FOR  SCHOOLS  AND  PLAYGROUNDS 


47 


I  think  we  ought  to  rest  a  little  l)it 
for  that  was  a  long'  run.  Let  us  all 
take  a  deep  breath,  another  one,  an- 
other and  still  another. 


('reach  the  children  to  take  plenty  of 
air  ill  Ihr'w  lungs  during  all  breath- 


uig  exercises. 


Here  we  are  at  the  brook !  We 
must  make  a  big  jump  or  some  one 
is  going  to  get  wet.  Keady !  One ! 
Two!  Three!  and  over  we  go! 


Now,  come  with  me,  for  we  have 
such  a  big  hill  to  climb  and  every 
one  of  us  make  high  steps  or  we  are 
not  going  to  reach  the  top. 


I  can  see  the  trees  ahead,  not  very 
far.  Let  us  have  a  race  to  see  "who 
will  reach  them  first. 


That  was  certainly  a  long  race  and 
I  think  we  will  have  to  rest  a  little 
and  take  soine  deep  breaths  before 
we  can  gather  an}-  nuts. 

Now,  we  are  rested  and  all  readv, 
I  am  sure,  to  gather  some  of  these 
splendid  nuts.  Let  us  pick  the  ones 
off  the  grouiul  first. 


(Before  jumping  the  brook  the  chil- 
dren stand  with  heels  together, 
hands  on  hips,  bodies  erect  and  at 
the  count  1,  raise  their  heels.  2, 
bend  their  knees  and  at  3,  jump  a 
distance  of  from  fourteen  to  sixteen 
inches.  Care  should  be  used  to  in- 
struct them  to  land  on  their  toes  and 
spring  to  position  instead  of  landing 
on  their  feet  squarely.) 

(The  children  raise,  first,  the  left 
kiiee,  then  the  right,  continuing  as 
manv  times  as  seems  wise,  encourag- 
ing  them  all  the  Avhile  to  raise  their 
knees  as  high  as  possible.) 

(The  starting  command  is  given  and 
the  imaginarv  race  is  on,  of  course 
all  the  whil(^  the  children  are  run- 
ning in  their  own  places.  Here  you 
will  find  ample  opportunity  to  cor- 
rect poor  postures,  for  in  their  ex- 
citement they  are  apt  to  bend  over.) 

(All  take  several  deep  breaths.) 


(At  the  count  1,  they  bend  knees, 
while  a  count  from  1-8  is  given  for 
them  as  they  gather  nuts  with  tlie 
left  hand.  Same  for  the  right.  Here, 
they  should  be  taught  to  keep  their 
backs  as  straight  as  possible,  the 
bod}'  well  balanced,  the  heels  being 
off  the  floor.  The  movement  for 
picking  up  the  nuts  should  be  made 
toward  the  side  rather  than  the  front 
of  the  body.) 


48 


PHYSICAL  EDUCATION  COMPLETE 


All  u}),  and  see  if  we  cannot  get 
some  off  the  trees,  but  we  must 
reach  for  them. 


ir  we  stand  on  tip-toe  we  can  get 
tlios(»  large  ones  u])  there. 


I  think  it  is  time  for  some  deep 
l)reaths  aftei-  all  tiiat  work. 

Bi  fore  we  start  for  home  let  us 
jilay  we  are  big,  black  crows,  the 
same  as  those  we  saw  sitting  so 
quietly  on  the  fence  when  we  were 
clind)ing  the  hill. 


And  let  us  all  be  little  rabbits,  too. 


And — away,  go  all   the  little  rab- 
bits over  the  hill. 


Tt  is  growing  late  and  we  must 
liiirry  home.  I  believe  we  can  run 
all  the  wa\-  if  we  lake  the  short 
palli.    All  I'eady  .'   Then  away  we  go  ! 

Well,  here  we  are  at  the  gate  and 
now  Tor  a  few  deep  br'eaths  before 
we  say  '(jood-bve. '  " 


(They  begin  picking  from  the  trees 
by  raising  the  hand  well  up  over  the 
head,  while  the  teacher  counts  eight 
as  they  ])ick  with  the  left  hand  and 
the  same  for  the  right.) 

(The  children  raise  thrir  heels  well 
off  the  floor  and  continue  to  pick  to 
the  count,  first  for  the  left  and  then 
the  right  hand.) 

(All  take  deep  bi'eaths.) 

(All  place  hands  on  hips  and  at  the 
command,  raise  the  left  foot,  the 
weight  of  the  body  being  placed  on 
the  right  foot..  This  position  is  held 
for  several  seconds,  when  the  left  is 
placed  on  the  floor  and  the  right  one 
raised,  while  the  left  bears  the 
weight  of  the  body.  They  soon  learn 
to  maintain  a  balance  for  quite  a 
little  time.) 

(Hands  are  iilaced  on  hips,  heels  to- 
gethei'  and  at  the  count  1,  the  heels 
are  raised,  count  2.  the  knees  are 
bent,  the  backs  to  be  kept  as  straight 
as  possible,  and  heads  erect.  While 
in  this  position,  the  comnmnd  is  given 
for  all  the  little  rabbits  to  look  first 
to  the  left,  and  then  to  the  right,  re- 
peating as  often  as  desired.) 

(The  children  nudve  one  or  two  hop- 
ping movements,  jumping  twelve  or 
fourteen  inches  in  imitation  of  the 
rabbits  hopping  over  the  hill — after 
which,  bring  them  to  the  standing 
l)osition  again.) 

(Children  place  hands  on  hi])s  antl  at 
the  command,  run  in  place  according 
to  the  count  given.) 

(All  take  si>vei-al  deej)  bi'ealhs.  ac- 
(MU'iling  to  the  teacher's  conniiaiids.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  49 

Tilt'  i'ollowiiiu  outlines  of  jiyninastic  stories  arc  uiven  for  the  purpose  of 
assisting  teachers  to  ftu'in  ihcir  stories  for  the  children  of  the  First  Grade. 

A  \'1S1T  TO  THE  FARM 
"We  are  going  to  visit  in  the  country  for  a  week. 
Must  run  to  catch  the  train. 
Climb  up  the  steps. 
Deep  breaths  to  rest. 
Imitate  the  bell  at  starting,  the  sound  of  the  train  in  motion 

and  whistle. 
Arrive  at  the  station. 
Jump  from  the  train. 
Climb  into  the  carriage. 
Imitate    the    prancing,    proud    steps    and    slow   trots    of   the 

horses  on  the  way  from  the  station  to  the  house. 
The  farm  is  reached. 
Jump  from  the  carriage. 
Run  into  the  house. 
Deep  breaths  to  rest. 

A  VISIT  FROM  SANTA  CLALS 
Santa  Clans  has  a  long  ways  to  come,  so  his  reindeer  must 

travel  fast. 
Climb  up  and  get  on  the  house-top. 
Deep  breaths. 

Santa  Claus  is  so  big  he  has  to  "s!iuirni  ami  s(iuirm"  to  get 
down  the  chimney. 

(Let  the  children  suggest  the  toys  that  go 
in    the    stocking    and    then    imitate    them. ) 
Climb  and  climb  out  of  the  chimney. 
Deep  breaths. 

Reindeer  run.  and  more  -  -  - 
Deep  breaths. 

FIRE  DRILL 

Sound  of  the   I'il'e   hell. 

Arrange  in   groups  of  six  or  eight,   plenty  of  distance,  for 

the  horses. 
Run  to  the  fire. 
Climb  the  ladder. 
Draw  up  the  hose. 
Deep  breaths,  exhale,  making  swishing  noise  as  they  bend  at 

the  waist  and  turn  the  water  on  the  fire. 
Down  the  ladder.      (Bend  alternately  to   the  right  and  left 

side  as  though  going  down  the  ladder.) 
Horses  slow  trot  back  to  tlie  hose  house,  legs  raised  high. 
Deep  breaths. 


so  PHYSICAL  EDUCATION  COMPLETE 

PLAYING  SOLDIER 

Patriotic  suggestions  of  soldier  movements. 

Formal  drill. 

^larcliing- 

Flag  waving. 

Salute,  etc. 

SPRING-TIME 

All  represent  little  seeds. 

Seeds  are  planted.  (Deep  knee  bending-  for  this.) 

The  seeds  are  going  to  grow  to  be   great  trees,  taller  and 
taller,  then  -  -  - 

Tlie  branches  and  little  leaves  appear. 

(In  this  exercise  the  children  come  from  the  low,  deep 
knee-bending  exercise,  gradually  to  the  tallest  they  can 
make  themselves  by  standing  on  tip-toe  and  the  up- 
ward  stretching  of  their  hands  to   imitate   the  leaves.) 

Wind  shakes  the  trees  and  leaves. 

A  great  storm. 

Grows  calmer  and  -  -  - 

All  is  still. 

Deep  breaths. 


GYMNASTIC  LESSONS 

(Note:  The  order  " Class— ATTENTION  ! "  is  to  be  given  at  the  begin- 
ning of  each  exercise  and  the  order  "In  Place — REST!"  at  the  close  of  each 
as  it  is  completed.) 

The  class,  should  be  called  to  "ATTENTION!"  within  a  period  of  from 
five  to  ten  seconds  after  the  order  "In  Place — REST!"  has  been  given,  other- 
wise the  work  becomes  a  drag  and  no  benefit  is  derived  therefrom. 

Each  set  of  exercises  should  be  given  a  sufficient  number  of  times  to  allow 
a  pupil  to  become  familiar  with  it  in  a  little  while  and  to  permit  of  each  set  ac- 
complishing the  results  we  are  after,  however,  it  should  be  borne  in  mind  that 
it  )is  harmful  to  overdo  the  lesson.  These  things  must  be  left  to  the  good  .pidg- 
ment  of  the  leader,  the  teacher. 

Plenty  of  deep  breathing  exercises  should  be  introduced  throughout  the 
lesson,  whether  the  lesson,  as  planned,  calls  for  them  or  not.  Especially  are 
these  exercises  necessary  after  the  more  strenuous  portion  of  the  work,  such  as. 
all  jumping  exercises  or  folk  dancing. 

ANALY^SIS  OP  AN  EXERCISE 

Hips— FIRM!    Feet  sideward— PLACE  !     1,2. 

Heels— RAISE!  Knees— BEND  !  Knees— STRETCH  !  Heels— SINK! 
1,  2,  3,  4,  etc.    POSITION ! 

Hips — FIRM!  Feet  sideward — PLACE!  1,  2,  are  commands  used  to  place 
the  body  in  the  accurate  position  for  the  exercise  which  follows: 


FOR  SCHOOLS  AND  PLAYGROUNDS 


51 


Exercise.  Heels— RAISE!  Knees— BEND  !  Knees— STRETCH  !  Heels— 
SLXK ! 

The  exercise  may  be  given  to  the  count  1,  2,  3,  4  and  repeated  as  often 
as  the  teacher  thinks  best. 

POSITION !  is  the  command  which  completes  or  closes  this  particular 
exercise,  and  so  it  is  with  all  the  others. 


Lesson  I. 


Lesson  II. 


TEN  LESSONS  IN  GYMNASTICS  FOR  GRADE  I 

(Repeat  All  Exercises  Several  Times) 

For  April,  May  and  June 


10  Minutes 
Class— ATTENTION ! 
In  Place— REST ! 

Breathe,   closing  nostrils   alternately   by  pressing 
forefinger  ON  the  side  of  the  nose. 
Smelling  flowers — both  nostrils  open. 
(Note:    Be  sure  mouths  are  closed.) 

GAME— SQUIRREL  AND  NUT 


Twice  Daily — 1st  Week. 


10  Minutes. 
Class— ATTENTION ! 
Feet— CLOSE ! 
Feet— OPEN ! 
In  Place— REST ! 

Breathe  looking  at  the  leaves  on  the  trees 
GAME— HIDE  THE  THIMBLE 


Twice  Daily— 2nd  Week. 


Lesson  III. 


Lesson  IV. 


10  Minutes. 
Class— ATTENTION  I 
Feet— CLOSE ! 
Feet— OPEN! 
Hips— FIR:\I  ! 
Breathe  to  the  slow  count  1.  2.  3,  4.  5. 

GAME— BEAN  BAGS  LEFT  AND  RIGHT 


Twice  Daily — 3rd  Week. 


Twice  Daily— 4th  Week. 


10  Minutes. 
Class— ATTENTION ! 
In  Place— REST ! 
Hips— FIR:\I  ! 
Neck— FIR:\I  ! 

ATTENTION  or  POSITION ! 

Breathe — Arms  sideward  raise  height  of  shoulders. 
Arms  sink  as  children  exhale. 
GAME— BASKET  BEAN  BAG  TOSS 


52 
Lesson  V. 


PHYSICAL  EDUCATION  COMPLETE 


Lesson  VI. 


10  Minutes. 


Twice  Daily— 5th  Week. 


Class— ATTENTION! 

Hips— FIRM ! 

In  Place— REST ! 

Head  backward— PULL ! 

Head  return  to— POSITION  ! 

Arms  forward  raise  and  INHALE ! 

Arms   sideAvard   lower   and  EXHALE ! 


GAME— FOX  AND  DUCKS 

10  Minutes. 

Class— ATTENTION ! 
Forward— DRESS  !     POSITION  ! 
Sideward— DRESS  !     POSITION  ! 
In  Place— REST  !     POSITION  ! 
Hips— FIRM— INHALE ! 

EXHALE ! 
MARCH  ABOUT  THE  ROOM 


Twice  Daily— 6th  Week. 


Lesson  VII. 


10  Minutes. 


Twice  Daily — 7th  Week. 


Class— ATTENTION  ! 

Hips— FIRM ! 

POSITION ! 

In  Place— REST  !     POSITION ! 

Arms  sideward — RAISE  ! 

Arms  upward — RAISE!     (Palms  facing). 

Arms  lower. 

Breathe,  smelling-  flowers. 

GAME— PLAY  TROTTING  HORSES  ABOUT  THE  ROOM 


Lesson  VIII. 


10  Minutes. 

Class— ATTENTION ! 

Forward— DRESS  !     POSITION  ! 

Left  foot  forward— PLxVCE  ! 

Foot— REPLACE ! 

Right  foot  forward— PLACE  ! 

Foot— REPLACE! 

Hips  firm  and— INHALE! 

EXHALE ! 
POSITION! 

GAME— THE  LOST  CHILD 


Twice  Daily— 8th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


53 


Lesson  IX. 


Lesson  X. 


10  Minutes. 

Class— ATTENTION! 

In  Place— REST ! 

POSITION ! 

Left  foot  sideward— PLACE! 

Left  foot— REPLACE ! 

Repeat — right  foot. 

Breathe  to  the  count  1,  2,  3,  4,  5. 

Exhale  to  the  count  of  1.  2.  3,  -4,  5. 

GAME— THE  JOLLY  :\riLLER 


Twice  Daily— 9th  Week. 


10  Minutes. 
Class— ATTENTION  ! 
In  Place— REST ! 
POSITION ! 
Arms  upward — BEND  ! 
Arms  sideward— STRETCH ! 
POSITION ! 

Arms  sideward — raise  and  INHALE! 
Arms  lower  and  EXHALE ! 

GAME— "ON  MY  WAY  TO  SCHOOL" 


Twice  Daily— 10th  Week. 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  II 
(Repeat  All  Exercises  Several  Times) 

Lesson  I.  10  Minutes.  Twice  Daily— 1st  Week. 

Class— ATTENTION ! 

In  Place— REST ! 

POSITION ! 

Forward— DRESS ! 

POSITION ! 

Sideward— DRESS ! 

POSITION ! 

Arms  sideward  raise  and  INHALE! 

Arms  lower  and  EXHALE  ! 

GA:^IE— BLACKBOARD  RELAY  RACE  NO.  1 


Lesson  II.  10  Minutes. 

Class— ATTENTION  ! 
Hips— FIRM ! 
Feet— CLOSE ! 
Feet— OPEN ! 
POSITION ! 
In  Place— REST! 


Twice  Daily — 2nd  Week. 


54 


PHYSICAL  EDUCATION  COMPLETE 

POSITION ! 

Arms  overhead  circle  and  INHALE ! 

Arms  lower  and  EXHALE! 

GAME— WASTE  BASKET  TOSS 


Lesson  III.  10  Minutes. 

Class— ATTENTION ! 

Arms  upward — BEND  ! 

Arms  downward— STRETCH ! 

Hips— FIRM ! 

POSITION ! 

Forward— DRESS ! 

POSITION ! 

Arms  sideward  and  upward  raise  and  INHALE ! 

Arms  lower  and  EXHALE  ! 

GAME— HUCKLE,  BUCKLE,  BEANSTALK 


Twice  Daily— 3rd  Week. 


Lesson  IV. 


Lesson  V. 


10  Minutes. 

Class— ATTENTION ! 

Feet— CLOSE ! 

Feet— OPEN ! 

Hips— FIRM ! 

Feet  sideways— PLACE ! 

(Begin  with  the  left  foot  and  count  1,  2.) 
Feet  together— PLACE ! 

(Begin  with  the  left  foot  and  count  1.  2.) 
POSITION ! 

Hips  firm  and  INHALE!     (Count  1). 
EXHALE!    (Count  2). 
POSITION ! 

GAME— RING  TOSS 


Twice  Daily— 4th  Week. 


10  Minutes. 


Twice  Daily— 5th  Week. 


Class— ATTENTION ! 

Arms  forward — RAISE  ! 

Arms  downward — SINK ! 

Hips— FIRM ! 

Feet— CLOSE ! 

Feet— OPEN ! 

POSITION ! 

Arms  overhead  and  circle  AND  INHALE ! 

Arms  lower  AND  EXHALE! 

GAME— TOUCH 


FOR  SCHOOLS  AND  PLAYGROUNDS 


55 


Lesson  VI. 


10  Minutes.  Twice  Daily— 6th  Week. 

Class— ATTENTION ! 

Forward— DRESS ! 

Sideward— DRESS ! 

POSITION ! 

Arms  sideward — RAISE  ! 

Arms  downward — SINK ! 

Hips  firm  AND  INHALE  to  the  count  1,  2,  3,  4,  5. 

HOLD  to  the  count         1,  2,  3,  4,  5. 

EXHALE  to  the  count  1,  2,  3,  4,  5. 

GAME— SIMON  SAYS 


Lesson  VII. 


10  Minutes.  Twice  Daily— 7th  Week. 

Class— ATTENTION ! 
Arms  forward— BEND ! 
POSITION ! 

Arms  sideward— DRESS ! 
POSITION ! 

Arms  overhead  circle  AND  INHALE  to  the  count  1,  2.  3,  4,  5. 
Arms  lower  AND  EXHALE  to  the  count  1,  2,  3,  4,  5. 

GAME— THE  LOST  CHILD 


Lesson  VIII. 


10  Minutes. 

Class— ATTENTION ! 
Arms  upward — BEND  ! 
POSITION ! 

Hips— fir:\i  ! 

Heels— RAISE ! 

Heels— SINK ! 

POSITION ! 

Shoulders  backward  move  AND  INHALE! 

Shoulders  to  position  AND  EXHALE! 

GAME— BEAN  BAG  SIX 


Twice  Daily— 8th  Week. 


Lesson  IX. 


10  Minutes. 

Class— ATTENTION ! 

Arms  forward  and  upward — RAISE ! 

Arms  forward  hikI  downward — SINK! 

Hips— fir:\i  ! 

Feet  sideways— PLACE ! 

(Begin  with  the  left  foot  and  count  1,  2) 
Feet  together— PLACE ! 

(Begin  with  left  foot  and  count  1,  2). 
POSITION  ! 


Twice  Daily— 9th  Week. 


56  PHYSICAL  EDUCATION  COMPLETE 

Inhale  slowly  to  the  count  1,  2,  3,  4,  5. 
Exhale  slowly  to  the  count  1,  2,  3,  4,  5. 

GAME— BEAN  BAG— PASS 


Lesson  X.  10  Minutes  Tv/ice  Daily— 10th  Week. 

Class— ATTENTION ! 

Hips— FIRM ! 

POSITION ! 

Feet— CLOSE ! 

Feet— OPEN ! 

Arms  upward — BEND  ! 

POSITION ! 

Arms  forward  and  upward  raise  AND  INHALE ! 

Arms  forward  and  downward  sink  AND  EXHALE ! 

GA^IE- CHANGING  SEATS 


Lesosn  XI.  10  Minutes. 

Class— ATTENTION ! 

Arms  forward — BEND  ! 

POSITION ! 

Arms  overhead— CIRCLE      (Count  1). 

Arms  lower  (Count  2). 

Hips— FIRM ! 

Heels— RAISE ! 

Heels— SINK ! 

POSITION ! 

Shoulders  baekw^ard  move  AND  INHALE ! 

Shoulders  to  position  AND  EXHALE ! 

GAME— CIRCLE  BEAN  BAG  TOSS  NO.  1 


Twice  Daily— 11th  Week. 


Lesson  XII. 


10  Minutes. 

Class— ATTENTION ! 
Arms  upward — BEND  ! 
Arms  sideward— STRETCH ! 
POSITION ! 
Feet  sideward— PLACE ! 

(Begin  with  the  left  foot  and  count  1.  2.). 
Feet  together— PLACE ! 

(Begin  with  the  left  foot  and  count  1,  2). 
Arms  overliead  circle  AND  INHALE! 
Arms  lower  AND  EXHALE! 

GA:\IE— TICK.  TACK.  TOW 


Twice  Daily— 12th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


57 


Lesson  XIII. 


10  Minutes. 

Class— ATTENTION ! 

Left  foot  forward— PLACE  ! 

Foot— REPLACE ! 

Arms  upward — BEND  ! 

Arms  upward— STRETCH ! 

POSITION ! 

INHALE  slowly  to  the  count  1,  2.  3.  -t,  5,  6,  7,  8. 

EXHALE  slowly  to  the  count  1,  2.  3,  4.  5.  6,  7,  8. 

SKIP  ABOUT  THE  ROOM 


Twice  Daily— 13th  Week, 


Lesson  XIV. 


Lesson  XV. 


Lesson  XVI. 


10  Minutes. 
Class— ATTENTION ! 
Forward— DRESS ! 
POSITION ! 
Sideward— DRESS! 
POSITION ! 
Arms  upward — BEND  ! 
Arms  downward— STRETCH ! 
Arms  sideward  raise  AND  INHALE ! 
Arms  lower  AND  EXHALE  ! 

GAME— ''ON  MY  WAY  TO  SCHOOL" 


Twice  Daily— 14th  Week. 


Twice  Daily— 15th  Week. 


10  Minutes. 
Class— ATTENTION ! 
Left  foot  forward— PLACE  ! 
Foot— REPLACE ! 
Right  foot  forward— PLACE  ! 
Foot— REPLACE ! 
In  Place— REST! 
POSITION! 

Arms  forward— BEND ! 
POSITION ! 

Arms  sideward  and  upward  raise  AND  INHALE ! 
Arms  lower  AND  EXHALE  ! 

GA:\IE— BEAN  BAGS  LEFT  AND  RIGHT 


10  Minutes. 
Class— ATTENTION ! 
Arms  forward — BEND  ! 
Arms  sideward — FLING 
POSITION ! 
In  place— REST! 
Hips— FIRM ! 
Heels— RAISE! 


Twice  Daily— 16th  Week. 


58  PHYSICAL  EDUCATION  COMPLETE 

Heels— SINK ! 

Arms  overhead  circle  AND  INHALE ! 

Arms  lower  AND  EXHALE! 

MARCH  ABOUT  THE  ROO:\I 

Lesson  XVII.  10  Minutes.  Twice  Daily— 17th  Week. 

Class— ATTENTION ! 
Feet— CLOSE ! 
Feet— OPEN ! 
Hips— FIR:\I  ! 
POSITION ! 
Neck— FIRM ! 
POSITION ! 
Arms  upward — BEND  ! 
Arms  sideward— STRETCH ! 

INHALE  to  the  count  1,  2.  3,  4,  5,  6,  7,  8,  9,  10. 
EXHALE  to  the  count  1,  2.  3,  4,  5,  6,  7.  8,  9,  10. 
GAME— HIDE  THE  THIMBLE 

Lesson  XVIII.  10  Minutes.  Twice  Daily— 18th  Week. 

Class— ATTENTION ! 
Forward— DRESS ! 
Sideward— DRESS ! 
Arms  upAvard — BEND  ! 
Arms  sideward— STREIX'H ! 
POSITION ! 
Hip^-FIR:\I ! 
Head  backward— PULL ! 
Head  return  to  POSITION ! 
Arms  overhead  circle  AND  INHALE ! 
Arms  lower  AND  EXHALE  ! 

SKIP  ABOUT  THE  ROOM 

Lesson  XIX.  10  Minutes.  Twice  Daily— 19th  Week. 

Class— ATTENTION ! 
Left  foot  forward— PLACE  ! 
Feet  change  (Count  1,  2). 
POSITION ! 
In  Phice— REST! 
Hips— Flini  1 
Heels— RAISE ! 
Heels— SINK! 

Arms  fofwafd  and  upv/ard  raise  AND  INHALE! 
Arms  lower  AND  EXHALE! 
RUNNlXn  IX  PLACE  (Count  20.  sections  of  5). 


FOR  SCHOOLS  AND  PLAYGROUNDS 


59 


Lesson  XX. 


10  Minutes. 

Class— ATTENTION ! 

Arms  upward — BEND  ! 

Arms  backward— STRETCH ! 

POSITION ! 

In  Place— REST! 

Hips— FIR^^I ! 

Neck— FIRM ! 

Feet  sideways— PLACE ! 

(Begin  with  the  left  foot  and  count  1,  2). 
Feet  together— PLACE ! 

(Begin  with  the  left  foot  and  count  1, 
Inhale  to  the  count  1,  2,  3,  4,  5,  6,  7,  8. 
Exhale  to  the  count  1,  2,  3,  4,  5,  6,  7,  8. 

GAME— SQUIRREL  AND  NUT. 


Twice  Daily— 20th  Week. 


2). 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  III 


(Repeat  all  exercises  several  times.) 

Lesson  I.  10  Minutes. 

Class— ATTENTION ! 
In  place— REST! 
Feet— CLOSE ! 
Feet— OPEN  I 
ATTENTION ! 
Hips— FIRM ! 
Deep  breathing. 
POSITION ! 

GAME— BLACK  BOARD  RELAY  RACE. 


Daily— 1st  Week. 


Lesson  II.  10  Minutes. 

Class— ATTENTION ! 

Feet— CLOSE ! 

Feet— OPEN ! 

In  place— REST! 

ATTENTION ! 

Hips— FIRM ! 

Neck— FIRM ! 

CHANGE!    CHANGE!    POSITION 

Deep  l)reathing. 

GA:\rE— OCCUPATION. 


DaHy— 2nd  Week. 


60 

Lesson  III. 


PHYSICAL  EDUCATION  COMPLETE 


10  Minutes. 

Class— ATTENTION ! 

In  place— REST ! 

POSITION ! 

Hips— FIRM ! 

Left  foot  forward— PLACE  !    REPLACE  ! 

Right  foot  forward— PLACE  !    REPLACE  ! 

POSITION ! 

Deep  breathing. 

SLOW  :\rARCHING  ABOUT  THE  ROOM. 


Daily— 3rd  Week. 


Lesson  IV.  10  Minutes. 

Class— ATTENTION ! 

Feet— CLOSE  !     Feet— OPEN  ! 

fIips_FIRM !   POSITION ! 

In  place— REST  !    POSITION  ! 

Arms  sideways — RAISE  ! 

Arms— LOWER! 

Left  foot  sideward— PLACE  ! 

REPLACE!     Same  with  the  right. 

Arms  overhead  circle  AND  INHALE ! 

Arms  lower  AND  EXHALE  ! 

GAME— SBION  SAYS. 


Daily — 4th  Week. 


Lesson  V.  10  Minutes. 

Class— ATTENTION ! 

Hips— FIRM !    POSITION ! 

Neck— FIR]\I ! 

Feet— CLOSE ! 

Feet— OPEN ! 

POSITION ! 

Arms  sideward  raise  AND  INHALE! 

Arms  lower  AND  EXHALE! 

SKIP  ABOUT  THE  ROOM. 


Daily— 5th  Week. 


Lesson  VI.  10  Minutes. 

Class— ATTENTION  !     In  i)laee— REST! 
POSITION  !     Head— FIRI\1 ! 
Hips— FIRM  !     Heels— RAISE  ! 
Heels- SINK !     POSITION  ! 

GAME— FOLLOW  THE  LEADER. 


Daily— 6th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


61 


Lesson  VII. 


Lesson  VIII. 


10  Minutes. 

Class— ATTENTION  !     Feet— CLOSE  ! 

Feet— OPEN  !     In  place- REST  ! 

POSITION  !     Hips— FIRi\I ! 

Heels— RAISE  !     Heels— SINK ! 

POSITION ! 

Arms  sideways— RAISE  !     Arms— SINK ! 

Deep  breathing. 

(Inhale    as    arms    are    raised    slowly 
sideways  and  exhale  as  arms  sink.) 

10  Minutes. 
Class— ATTENTION  !     Hips— FIR:\I  ! 
Head— FIRM  !    POSITION  ! 
Hips— FIR :\I !     Heels— RAISE  ! 
Knees— BEND  !     Knees— STRETCH  ! 
Heels— SINK !    POSITION  ! 

SKIP  ABOUT  THE  ROOM. 
DEEP  BREATHING. 


Daily— 7th  Week. 


Daily— 8th  Week. 


Lesson  IX.  10  Minutes. 

Class— ATTENTION ! 

Feet— CLOSE  !     Feet— OPEN  ! 

Hips— FIRM  !     Head  firm  and  heels— RAISE  ! 

Heels— SINK !     POSITION  ! 

Head  backward— PCLL  !     Head  to— POSITION  ! 

Repeat,  counting  1,  2,  etc. 

GAME— PUSSY  WANTS  A  CORNER. 


Daily— 9th  Week. 


Lesson  X.  10  Minutes. 

Class- ATTENTION! 

Hips— FIRM  !     POSITION  ! 

Head  firm  and  feet— CLOSE ! 

Feet— OPEN!     POSITION! 

Hips— FIR:\I!     Feet  sideways— JUMP  I 

Hands  and  feet  quickly— POSITION ! 

(Hands  are  brought  quickly  to  sides  as 
the  pupil  jumps  to  the  original  position.) 

Deep  breathing. 

GA:\IE— HOPPING  RELAY  RACE. 


Daily— 10th  Week. 


Lssson  XI.  10  Minutes. 

Class— ATTENTION ! 
Hips— FIRM ! 


Daily— 11th  Week. 


62 


PHYSICAL  EDUCATION  COMPLETE 


Feet— CLOSE !    Feet— OPEN ! 

Left  foot  forward— PLACE  ! 

REPLACE ! 

Right  foot  forward— PLACE  ! 

REPLACE ! 

Arms  sideways — RAISE  !     Arms — SINK ! 

Deep  breathing. 

MARCH  ABOUT  THE  ROOM. 


Lesson  XII. 


10  Minutes. 

Class— ATTENTION! 

In  place— REST ! 

Hips— FIRM! 

Left  foot  sideways— PLACE  ! 

Foot— REPLACE ! 

Right  foot  sideways— PLACE  ! 

Foot— REPLACE ! 

POSITION! 

Head  firm  and  left  foot  sideways — PLACE ! 

Foot  replace  and  hands— POSITION ! 

Repeat  with  right. 

BEAN  BAG  OVERHEAD— PASS.    V. 


Daily— 12th  Week. 


Lesson  XIII. 


10  Minutes. 


Daily— 13th  Week. 


Class— ATTENTION ! 

Feet— CLOSE  !     Feet— OPEN  ! 

Hips— FIRM ! 

Left  foot  backward— PLACE  ! 

Foot— REPLACE ! 

Right  foot  backward— PLACE  ! 

Foot— REPLACE ! 

Head  backward— PULL  !     Head  to— POSITION  ! 

Repeat,  counting  1,  2,  etc. 

POSITION ! 

Deep  breathing. 

FOLK  DANCE— DANISH  DANCE  OF  GREETING. 


Lesson  XIV. 


10  Minutes. 

Class— ATTENTION ! 

Head  backward— PCLL  !     Head  to— POSITION  ! 

Re])eat,  counting  1,  2.  etc. 

Arms  upward— BEND  !     POSITION  ! 

Arms  upward — BEND!     (Coinit  1.) 

Arms  sideways— STRETCH!     (Count  2.) 


Daily— 14th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


63 


Lesson  XV. 


BEND!  1— STRETCH!  2—    etc. 
POSITION ! 
Deep  breathing. 

MARCHING  ABOUT  THE  R00i\l. 

10  Minutes. 

Class— ATTENTION  !     Hips— FIRM  ! 
Head— FIR:\I  !     POSITION  ! 
Hips  firm  and  feet  sideways — JUINIP ! 
Hands  and  feet  qnicldy- POSITION  ! 
Arms  forward— BPjND  !     Arms  sideways— 
BEND!    FLING!     BEND!     FLING! 
POSITION ! 
Deep  breathing. 

GAME— CIRCLE  BEAN  BAG  TOSS. 


Daily— 15th  Week. 


FLING ! 


Lesson  XVI. 


10  Minutes. 
Class— ATTENTION ! 
Mark  time— MARK!     1,  2,  1.  2,  etc. 
Class— HALT  !    1,  2. 
Hips  firm  and  heels — RAISE  ! 
Quick  mark  time— MARK!     1,  2,  1,  2,  etc. 
Class— HALT!       1,  2.     POSITION! 
Hips  firm  and  feet— CLOSE  ! 
Deep  breath  and  head  backward — PULL! 
Head  to— POSITION !     Repeat,  counting  1,  2,  etc. 
Hands  and  feet  quickly— POSITION ! 
Slow,  deep  breathing. 

GAME— CAT  AND  MICE. 


Daily— 16th  Week. 


Lesson  XVII. 


Lesson  XVIII. 


10  Minutes. 

Class— ATTENTION ! 

Hips— FIR:M  !     Head— FIRM ! 

POSITION ! 

Hips  firm  and  feet  sideways — JUMP ! 

Trunk  forward— BEND  !     RAISE  ! 

BEND !     RAISE  I 

Hands  and  feet  quickly— POSITION  ! 

In  place— REST! 

POSITION ! 

MARCHING  ABOUT  THE  ROOM. 

10  Minutes. 
Class— ATTENTION ! 
Hips— FIRM ! 


Daily— 17th  Week. 


Daily— 18th  Week. 


64 


PHYSICAL  EDUCATIOX  COMPLETE 


Left    foot    backward— PLACE  !     Foot— REPLACE  ! 

Ri^lit  foot  baekward— PLACE  !     Foot— REPLACE  ! 

Left  foot   l)ackward— PLACE  : 

Feet— CHANGE  !    1,  2. 

POSITION ! 

Arms  forward— BEND !     FLING!     BEND!     FLINC 

POSITION ! 

Hips  firm  and  Avitli  a  deep  breath  chest — RAISE ! 

Chest— SINK  !     RAISE  !     SINK ! 

GAME— CROSSING  THE  BROOK. 


Lesson  XIX. 


10  Minutes.  Daily— 19th  Week. 

Class— ATTENTION  !    Hips— FIRM  ! 

Head    to    the   left— TWIST !     Forward— TWIST  ! 

Head  to  the  right— TWIST  !     Forward— TWIST  ! 

POSITION ! 

Arms  sideways — RAISE  ! 

Fingers— CLOSE !     OPEN!     CLOSE!     OPEN! 

POSITION  !    Hips— FIRM  ! 

With  a  deep  breath,  head  backward — PULL ! 

Head  to— POSITION !     Count  1.  2.  etc. 

POSITION ! 

Deep  breathing. 

GAME— SQUIRREL  AND  NUT. 


Lesson  XX. 


10  Minutes. 

Class— ATTENTION ! 

Hips— FIRM ! 

Left  foot  sideways— PLACE  ! 

Foot— REPLACE ! 

Repeat  with  the  right. 

Arms  upward- BEND!   (Count  1.) 

Arms  upward— STRETCH !     (Count  2.) 

BEND!  1— STRETCH!  2— etc. 

POSITION ! 

Hips  firm  and  heels— RAISE  ! 

Knees— BEND  !     Knees— STRETCH ! 

Heels— SINK  !  and  POSITION  ! 

Deep  breathing. 

GAME— BEAN  BAG  OVERHEAD  PASS. 


Daily— 20th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS  65 

TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  IV 

(Repeat  all  exercises  several  times.) 
Lesson  I.  10  Minutes.  Daily — 1st  Week. 

Class— ATTENTION  !     In  place— REST  !     ATTENTION! 
Feet— CLOSE  !    Feet— OPEN  ! 

A.rms  upward — REND!     (Count  1.) 
Arms  downward— STRETCH  !     (Count  2.) 
BEND!  (1)     STRETCH!  (2) 
POSITION ! 

Anns  forward— BEND!    FLING!     (Count  1.  2,  etc.) 
1\)SITI0N ! 

Willi  a  deeji  breath,  head  backward — PULL! 
Head  to  iiosition  and — EXHALE! 

GAME— HORNS. 

Lesson  II.  10  Minutes.  Daily — 2nd  Week. 

Class— ATTENTION  !     In  i)lace— REST  !     ATTENTION! 
Feet— CLOSE  !    Feet— OPEN  ! 

Hips  firm  and  feet  sideways — JUMP! 
Hands  and  feet  quieldy— POSITION ! 

Hips— FIR:\I  !     Trunk  forward— BEND  ! 
RAISE!  (Count  1.)     BEND!   (Count  2.)  Etc. 
POSITION ! 

Arms  upward — BEND!     (Count  1.) 

Arms  sideways— STRETCH  !     (Count  2.) 

BEND!  (1)     STRETCH!  (2)     BEND!  (1)     STRETCH!  (2) 

POSITION ! 

Arms  upward— BEND!     (Count  1.) 
Arms  downward— STRETCH  !     (Count  2.) 

BEND!  (1)     STRETCH!  (2)  Etc.     POSITION! 
Hips- FIRM! 

With  a  deep  breath,  head  backward — PULL! 
Head  to  position  and  EXHALE ! 

FOLK  DANCE— SHOEMAKERS'  DANCE. 

Lesson  III.  10  Minutes.  Daily— 3rd  Week, 

Class— ATTENTION!     Left— FACE!     (Count  1!    2!) 

Ilips— FIR:\I  !     Feet  sideways — Jl'MP! 

Heels— RAISE!     Spi-inL;.  jnmp,  ready— GO!     1,  2.     1.  2.  etc. 

(Children    .jnin])    from    the    astride    to    the 

fundamental,  then  to  astride  position,  etc.) 
Class— HALT!     1.  2.  :].     I'OSITIOX! 


66  PHYSICAL  EDUCATION  COMPLETE 

With  a  deep  brcat]].  arms  sideways — RAISE!     SINK!     1.  2.  etc. 
(As  the  arms  sink,  children  exhale.) 

GAME BEAN  BAG  ACROSS  THE  AISLE— TOSS ! 

Lesson  IV.  10  Minutes.  Daily— 4th  Week. 

Class— ATTENTION  !     Right— FACE  !     (Count  1,  2.) 
Left— FACE!     1,  2. 

Arms  forward— BEND  !    FLING!  Etc.    POSITION! 

Hips— FIR:\1  !    Loft  foot— RAISE  ! 

Foot  downward— PLACE ! 

Repeat  with  the  right.     POSITION  ! 

Hips— FIRM!    Feet  sideways— PLACE !     (Left,  count  1,,  R-2.) 
Knees— BEND!    Knees— STRETCH]    POSITION! 

Mark  time— MARK !    1,  2.    1,  2.    1,  2.    Etc. 
'Class— HALT  !    1,  2. 

With  a  deep  breath,  arms  forward,  upward — RAISE ! 
Slowly  exhale  and  downward — SINK! 

Lesson  V.  10  Minutes.  Daily— 5th  Week. 

Class— ATTENTION ! 

Left— FACE  !     1.2,  etc. 

Right— FACE !    1.  2.     1,  2.     Etc. 

In  place— REST  !     Class— ATTENTION  ! 

Beginning  with  the  left  foot,  alternate. 

Heels— RAISE!     SINK!     (Count  1.  2.     1.2.    Etc.) 

Class— HALT!     POSITION! 

Feet— CLOSE  !     Arms  upward— BEND  ! 

Arms  upward— STRETCH!     BEND!     STRETCH!     POSITION! 

Hips  firm  and  deep  breathing. 

Lesson  VI.  10  Minutes.  Daily— 6th  Week. 

Class— ATTENTION ! 

Left  about— FACE  !     1,  2.    Etc. 

Hips  firm  and  feet  sideways — JUMP ! 

Trunk  forward— BEND !     RAISE!     BEND!     RAISE!     I'OSITIOX! 

Arms  sideways  raise  and  heels — RAISE  i 
Arms  and  heels — SINK ! 

Hips— FIRM ! 

With  a  deep  hrcalli.  head  backward— PCLL  ! 
Head  to  ixisitioii  and  KXHALE ! 

GAME— SCHOOL  ROOM  TAG. 


FOR  SCHOOLS  AND  PLAYGROUNDS  67 

Lesson  VII.  10  Minutes.  Daily— 7th  Week. 

Class— ATTENTION  !    Right  about— FACE  !     1,  2.    1,  2.     Etc. 

Hips— FIRM  !    Feet  sideways— JUMP  ! 

Trunk  forward— BEND  !     RAISE  !     BEND  !     RAISE  ! 

Hands  and  feet  quickly— POSITION ! 

In  place— REST ! 

Arms  f  orw^ard — BEND  ! 

Arms  sideways  fling  and  heels — RAISE  ! 

BEND!    FLING!    Etc. 

Hands  and  feet  quickly— POSITION ! 

Hips  firm  and  slow,  deep  breathing. 

GAME—' '  I  SAY  STOOP ! ' ' 


Lesson  VIII. 


10  Minutes. 


Class— ATTENTION ! 
Left  about— FACE  !    1.2. 
Right  about— FACE !    1,  2. 

Hips  firm  and  feet  sideways — JUMP ! 
Left  hip  and  right  neck— FIRM ! 
CHANGE!     CHANGE!    Etc.    POSITION! 

Arms  sideways— RAISE  !     Hands— TURN! 
xVrms  upw^ard— RAISE  !    Arms  sideways — SINK ! 
Hands— TURN !    POSITION ! 

SKIP  ABOUT  THE  ROO:\I. 

DEEP  BREATHING. 


Daily— 8th  Week. 


Lesson  IX. 

Class— ATTENTION ! 


10  Minutes. 


One  step  forward— MARCH !     (Left,  right.) 

Left— FACE  !    1,  2. 

One  step  to  the  left— MARCH ! 

Left— FACE!     1,  2. 

Left— FACE!     1,  2. 

Left— FACE!     1,  2. 

In  place— REST  !     POSITION  ! 

Alternate  toe-raising— RAISE!     1,2.     1,2.     1,2. 
Class— HALT  !    POSITION  ! 


Daily— 9th  Week. 


68  PHYSICAL  EDUCATION  COMPLETE 

Hips  firm  and  feet— CLOSE  ! 

Heels— RAISE!     SINK!     RAISE!     SINK!     POSITION! 

Arms  forward,  upward— RAISE  !     SINK ! 
(Inhale  as  raise  and  exhale  as  lower.) 

Lesson  X.  10  Minutes.  Daily— 10th  Week. 

Class— ATTENTION ! 

Four  steps  forward,  beginning  with  the  left  foot — ]\IARCH !     1,  2,  3,  4. 

Right  about— FACE  !    1,  2. 

Four  steps  forward— MARCH !     1.  2,-8,  4. 

Right— FACE  !     1,  2.     Right— FACE  !     1,  2. 

Hips_FIRI\I !     Head  backward— PULL  !     Head  to— POSITION  ! 

Repeat,  coiniting  1,  2.  etc. 
POSITION ! 

Arms  sideways  and  downward— STRETCH !     1,  2,  3,  4. 
POSITION ! 

Deep  breathing. 

Run  about  the  room  in  single  file. 

SLOW  MARCHING. 

Lesson  XI.  10  Minutes.  Daily— 11th  Week. 

Class— ATTENTION  !     Right— DRESS  !     Eyes— FRONT  ! 
POSITION ! 

Hips— FIRM  !     Trunk  forward— BEND  !     RAISE  !     Etc.     POSITION  ! 

Arms  upward— BEND  !     Sideways— STRETCH ! 
BEND!     STRETCH!    Etc.    POSITION! 

Hips— FIRM  !     Heels— RAISE  !     Knees— BEND  ! 
Knees— STRETCH !     Heels— SINK !     POSITION  ! 

Arms  sideways— RAISE ! 

Arm— ROTATION !    1,2.    POSITION! 

Hips— FIRM  !    Feet  sideways— JUMP  ! 

Trunk  forward— BEND ! 

Arms  forward— BEND!     FLTX(; !     Kt<-.     POSITION! 

Mark  time— MARK!     About  the  I'oom,  forward— IMARCII! 
March  to  position. 

Arms  overlicad  lo  circU^ — RAISE!     Inhale  as  raise. 
Arms— SINK!     Exhale  as  sink. 
Repeat  ver}^  slowly. 


FOR  SCHOOLS  AND  PLAYGROUNDS  69 

Lesson  XII.  10  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !     Feet— CLOSE  !     OPEN! 
Head— FIRM  !     Hips— FIR]\I ! 
Arms  sideways— RAISE  !     SINK! 

Hips— FIKM!     Head   backward- PULL  !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc. 
POSITION!     In  place— REST  ! 

Arms  upward— BEND!     Sideways— STRETCH  !     POSITION! 

Arms  sideways  AND  heels— RAISE  !     SINK !     RAISE  !     SINK ! 
POSITION ! 

Left  arm  forward  and  upward — FLING ! 
Arms— CHANGE  !     POSITION  ! 

Hips  firm  and  feet— CLOSE  ! 

Trunk  to  the  left— TWIST !  Forward— TWIST ! 
Trunk  to  the  right— TWIST  !  Forward— TWIST  ! 
POSITION ! 

Hips  firm  and  heels— RAISE  !     SINK  !     RAISE  !     SINK ! 
POSITION ! 

Hips  firm  and  with  a  deep  breath,  chest — RAISE! 
Slowly— SINK! 

Lesson  XIII.  10  Minutes.  Daily— 13th  Week. 

Class— ATTENTION  !     Left— FACE  !     Right— FACE  ! 
Left— DRESS!     Right— DRESS!     POSITION! 

Hips  firm  and  feet  sideways — PLACE  !     1.  2. 
Head  backward— PULL  !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc. 
Arms  forward— BEND  !     Sideways— FLING  ! 
POSITION!    In  place— REST  ! 

Hips- FIRM!     Left  knee  upward— BEND! 
Downward— PLACE  !     1,  2.     1,  2. 
Repeat  with  the  right.     POSITION ! 

Arms  upw^ard — BEND!     (Count  1.) 

Left  arm  npward  and  right  arm  sideways — STRETCH!      (2) 

BEND!    (3)     STRETCH!    (4)     POSITION! 

Repeat,  using  right  arm  for  ui)\vard — STRETCH! 

Hips  firm  and  heels— RAISE  ! 

Mark  time— MARK!     1,  2.     1.  2.     1,  2.     1,  2.     Etc. 

Class— HALT!    1,  2.    Heels— SINK!    POSITION! 

With  a  deep  breath,  arms  sideways— RAISE  !     SINK! 


70  PHYSICAL  EDUCATION  COMPLETE 

Lesson  XIV.  10  Minutes.  Daily— 14th  Week. 

Class— ATTENTION ! 

Left  foot  sideways— PLACE  !     REPLACE  ! 

Repeat  with  the  right  foot. 

Hips— FIRM!     Head  backward- PULL  !     Head  to— POSITION  ! 

Repeat,  counting  1,  2,  etc. 

Head  to  the  left— BEND  !    RAISE  ! 

Head  to  the  right— BEND  !     RAISE !    POSITION  ! 

Arms  forward— BEND  !    FLING ! 

Hips— FIRM !     Trunk  to  the  left— TWIST  ! 

Forward— TWIST ! 

Repeat  to  the  right— POSITION  ! 

Head— FIRM  !     Left  foot  forward— PLACE  !     REPLACE  ! 
Repeat  with  the  right  foot.    POSITION ! 

Arms  sideways— RAISE  !     Trunk  forward— BEND  !     RAISE  ! 
BEND !     RAISE !     Etc. 
POSITION ! 

Hips  firm  and  heels— RAISE ! 
Astride— JUMP !     1,  2.     1,  2.     Etc. 
Class— HALT!     1,  2.     Heels— SINK! 
Hands  and  feet  quickly— POSITION ! 
Deep,  slow  breathing. 

GAME— BALL  TOSSING. 


LessonXV.  10  Minutes.  Daily— 15th  Week. 

Class— ATTENTION ! 

Left— FACE  !    1,  2.    Right— FACE  !    1,  2. 

Hips— FIRM!    Alternate  toe-raising— GO !    1,  2.    1,  2. 
Class— HALT!     1,  2.     POSITION! 

Arms    upward— BEND!      Sideways— STRETCH !      BEND!      STRETCH! 
POSITION ! 

IIil)s— FIRI\I !     Left  knee  upward— BEND!     Downward— STRETCH  ! 
CHANGE!     (Count  1,  2,  3,  4.)     POSITION! 

Arms  forward,  upward— FLING !     LOWER!     1,  2.     1,  2.     1,  2. 

Right  hip  and  left  head— FIRM ! 

With  a  deep  breath,  trunk  lift  and  to  the  left — 

BEND!     RAISE!     BEND!     RAISE! 

Repeat  to  the  right— POSITION ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  71 

Hips  firm  and  feet  sideways — JUMP ! 
Heels— RAISE!     SINK!     RAISE!     SINK! 
Hands  and  feet  quickly— POSITION ! 

With  a  deep  breath,  arms  sideways— RAISE !   SINK! 

MARCHING. 

Lesson  XVI.  10  Minutes.  Daily— 16th  Week. 

Chiss— ATTENTION  !     Hips— FIRM !     Head— FIRM  ! 
Feet— CLOSE  !     Feet— OPEN  ! 

Hips  firm  and  feet  sideways — JU]\IP ! 

Heels— RAISE  !     Heels— SINK !     POSITION  ! 

Arms  sideways— RAISE  !     SINK !     RAISE  !     SINK !     Etc. 

Hips— FIRM  !     Left  foot  sideways— RAISE  ! 

Hop  on  the  right,  twice.     Change  to  the  left  and  hop,  twice. 

Class— HALT  !    1,  2.    POSITION  ! 

Arms  upward— BEND!     (Count  1.) 
Arms  sideways— STRETCH  !     (Count  2.) 
Arms— BEND!     (Count  3.) 
Arms  downward— STRETCH !      (Count  4.) 
POSITION ! 

Head— FIR:M  !    Trunk  lift  and  to  the  left— TWIST ! 
Forward— TWIST ! 
Repeat  to  the  right. 
POSITION ! 

Hips— FIR:\I  !   Heels— RAISE !   Astride— JUMP !   1,  2.   1,  2.   1,  2.   Etc. 

Class— HALT  !    1,  2.    POSITION  ! 

Deep  breath,  chest— RAISE !     SINK!     RAISE!     SINK!     Etc. 

Lesson  XVII.  10  Minutes.  Daily— 17th  Week. 

Class— ATTENTION ! 

Left— FACE  !    Right— FACE  ! 

Hips— FIRM!     Heels— RAISE!     Quick  running  in  place— GO  ! 
Class— HALT  !     1,  2,  3,  4.     POSITION ! 

Hips  firm  and  feet— CLOSE ! 

With  a  deep  breath,  head  backward- PULL!     Head  to— POSITION ! 

Repeat,  counting  1,  2,  etc. 

Hands  and  feet— POSITION  ! 

Head— FIRM!     Heels— RAISE  !     Knees— BEND  !     Knees— STRETCH! 
Heels— SINK !     POSITION ! 


11  PHYSICAL  EDUCATION  COMPLETE 

Arms  forward— BEND !    FLING!     POSITION! 

Wood  Play.      (Imitate  sawing  wood.) 

Arms  circle  overhead  and  INHALE. 
Arms  lower  and  EXHALE. 

MARCH  ABOUT  THE  ROOM. 

Lesson  XVIII.  10  Minutes.  Daily— 18th  Week. 

Class— ATTENTION ! 

One  step  forward— MARCH !     (Left,  right.) 
One  step  backward— MARCH ! 
Left— FACE  !    Ri ght— FACE  ! 

piips_FIR:\I !     Left  foot  ontward— PLACE  ! 

Foot— REPLACE  !     POSITION  ! 

Repeat  with  the  right  foot  and— POSITION ! 

Hips— FIR:\I!     Head  backward— PULL  !     Head  to— POSITION  1      , 
Repeat,  counting  1,  2,  etc.    POSITION ! 

Arms  sideways  and  downward— STRETCH !    1,  2,  3,  4.    POSITION  ! 

Hips— FIRM!    Left  knee  upward— BEND  !     Downward— PLACE  ! 
Repeat  with  the  right  foot— POSITION ! 

Feet  sideways  jump  and  head — FIRM ! 

Trunk  forward— BEND  !    RAISE  !    BEND  !    RAISE  !    POSITION  ! 

Left  foot  forward— PLACE  ! 

Heels— RAISE  !    SINK  !     count  1,  2.  etc. 

Foot— REPLACE ! 

Right  foot  forward— PLACE  !     Repeat. 

Foot— REPLACE  !     POSITION  ! 

DEEP  BREATHING. 

Lesson  XIX.  10  Minutes.  Daily— 19th  Week. 

Class— ATTENTION ! 

Slowly  run  al)()ut  tlie  room  and  return  to  i)lace. 

ATTENTION!     Head— FIRM  !     lli])s— F1R.M! 

Left  hip  and  right  head— FIR:M!     CHANGE!     CHANGE! 

POSITION  ! 

Arms  r...w;ird— BEND!     FLING!     BEND!     FLTXC  !     POSITION  I 

Arms  upward  fling  and  feet— CLOSE  !     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  11 

Arms  sideways  stretch  and  heels — RAISE! 
Arms  bend  and  heels — LOWER! 
1,2,3,4.     1,2,3,4. 
1,  2,  Class  Halt !    POSITION ! 

Hips— FIRdM ! 

Left  leg  sideways— RAISE !     LOWER!     RAISE!     LOWER! 

Repeat  with  the  right.     POSITION ! 

Hips  firm  and  feet  astride— JUMP !     1,  2,  3,  4. 
Class— HALT  !    1,  2,  3,  4.    POSITION  ! 

Arm  raising  sideways,  hand  turning  and  deep  breathing. 

Lesson  XX.  10  Minutes.  Daily— 20th  Week. 

Class— ATTENTION  !     Feet— CLOSE  !     Feet— OPEN  ! 
Left— FACE  !     Right  about— FACE  !     Left— FACE  ! 

Arms  sideways  raise  and  trunk  to  the  left — BEND ! 
RAISE!    BEND!    RAISE! 
Repeat  to  the  right. 
POSITION ! 

Hips- FIRM!     Heels— RAISE!     Knees— BEND  !     Knees— STRETCH ! 
Heels— SINK  !    POSITION  ! 

Hips  firm,  trunk  lift  and  to  the  left— BEND !   RAISE  ! 

Trunk  lift  and  to  the  right— BEND  !    RAISE  !     BEND    RAISE  ! 

POSITION ! 

Arms  sideways— FLING!      SINK!    FLING!     SINK! 

Arms  upward— BEND!     Sideways— STRETCH  !     Hands— TURN  ! 
Arms  upward— RAISE  !    POSITION  ! 

Head— FIR]\I !    Feet  sideways— PLACE  !    Heels— RAISE  ! 
Heels— SINK!    RAISE!     SINK!    POSITION!  ^ 

Arms  forward  Ix'iid  and  INHALE! 
Sideways  fling  and  EXHALE! 
1,  2.    1,  2.    1.  2. 
POSITION ! 


74  PHYSICAL  EDUCATION  COMPLETE 

TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  V. 

Lesson  I.  15  Minutes.  Daily — 1st  Week. 

(Repeat  all  exercises  several  times.) 

Class— ATTENTION  !    Left— FACE  !    Eight— FACE  ! 
Left— DRESS!    FRONT!    Riglit— DRESS !    FRONT! 

Hips— FIR.M!    Feet— CLOSE!    Feet— OPEN  ! 
Alternate  heels  then  toes— RAISE  !    12.    1,  2. 
POSITION  I 

Arms  sideways— STRETCH !     Count  2—1,  2—1.  2.  etc. 

Hips— FIRM!     Heels— RAISE!     Knees— BEND  !     Knees— STRETCH ! 
Heels— SINK!    POSITION! 

Head— FIRM !     Hips— FIRM  ! 

Left  head  and  right  hip— FIRM !     CHANGE  !     CHANGE  ! 

POSITION ! 

Hips— FIRM !    Trunk  lift  and  to  the  left— BEND  !     RAISE  ! 
Trunk  lift  and  to  the  right— BEND  !    RAISE  !    Alternating. 
POSITION ! 

Hips — ^FIRM  !     Prepare  to  jump — at  the  count  1  Heels— RAISE  ! 
2— Knees— BEND  !     3— Knees— STRETCH !     4— Heels— SINK ! 

Arms  sideways  raise  and  slowly  INHALE ! 
Arms  sink  and  EXHALE ! 


Lesson  II.  15  Minutes.  Daily — 2nd  Week. 

Class— ATTENTION  !     Left  foot  forward— PLACE  !     REPLACE! 
Right  foot  forward— PLACE  !     REPLACE  ! 
Left— FACE  !     Right— FACE  ! 

Hips_FIRM!     Head  backward— PUtrL  !     Head  to— POSITION! 
Repeat,  counting  1,  2,  etc.    POSITION ! 

Hips  firm  and  feet  sideways — PLACE ! 

Arms  forward— BEND  !    FLING !    BEND  !    FLING  ! 

Hands  and  feet  quickly- POSITION ! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND  !      Knees— STRETCH ! 
Heels— SINK !    POSITION  ! 

Arms  half  forward— BEND  ! 

Arm— ROTATION  !    1.  2—1,  2,  etc.     POSITION  ! 


FOR  SCHOOLS  AND  PLAVCKOUNDS  75 

Hips— FIRM  !     Feet  sideways— PLACE  ! 
Trunk  lift  and  to  the  left— BEND  !    RAISE  ! 
Repeat  to  the  right.     POSITION! 

Heels— RAISE!     Quick  mark  tiiue— MARK! 
Class— HALT  !    1,  2,  3,  4.    POSITION  ! 

Hips— FIRJ\[!     With  a  deep  breath,  heels— RAISE ! 
Heels— SINK !  and  EXHALE  ! 

Lesson  III.  15  Minutes.  Daily — 3rd  Week. 

Class— ATTENTION !     Left— DRESS  !     FRONT!     Right— DRESS  ! 
FRONT!    Hips— FIRM!    Head— FIRM!     POSITION! 

piip.s_FIRM!    Head  backward— PULL  !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.    POSITION ! 

Arms  forward— BEND !     FLING!    BEND!     FLING!     (Quick  time.) 
POSITION! 

Hips— FIRM!     Left  knee  upward— BEND  !     Forward— STRETCH! 
BEND!   Downward— STRETCH!   Repeat  with  the  right.    POSITION! 

Arms  half  forward — BEND  ! 

Arm— ROTATION !    1,  2.    1,  2.    POSITION! 

Feet  close  and  hips — FIR^I ! 

Trunk  lift  and  to  the  left— BEND  !     RAISE  ! 

Repeat  right.    POSITION ! 

Hips— FIRM !    Heels— RAISE  ! 

Left  foot  forward  and  right  foot  backward — JUMP ! 

CHANGE !— to  the  count  2.    1,  2.     1,  2.    1,  2.     Class— HALT !     1,  2. 

Hands  and  feet  quickly— POSITION ! 

Arms  sideways  raise  and — INHALE ! 
Arms  sink  and — EXHALE  ! 

SLOW  MARCHING  ABOUT  THE  ROOM 

Lesson  IV.  15  Minutes.  Daily — 4th  Week. 

Class— ATTENTION !     Left— FACE  !     Right— FACE  ! 
Left  about— FACE!     Right  about— FACE  ! 

Hips— FIRM  !    Head  to  the  left— BEND  !    RAISE  !  etc. 
Repeat  to  the  right.   POSITION! 
Head  backward— PULL  !    Head  to— POSITION ! 
Repeat,  counting  1,  2,  etc.    POSITION! 

Arms  forward— BEND !    FLING!     BEND!    FLING!     POSITION! 


76  PHYSICAL  EDUCATION  COMPLETE 

Left  arm  sideways  and  riylit  ami  upward — STRETCH! 
CHANGE!     (To  "count  1,  2.)     Class— HALT  I     POSITION! 

Left  hip  and  right  head— FIRM ! 
Trunk  to  the  left— TWIST  !     Forward— TWIST  ! 
Hands  change  and  trunk  to  the  right— TWIST ! 
Forward— TWIST  !    POSITION  ! 

Hips— FIRM!   Heels— RAISE!   Astride— JUMP !    1.2.    1.2.    1.2. 
Class— HALT  !   1,  2.   POSITION  ! 

SLOW  MARCHING  ABOUT  THE  ROO^I. 


Lesson  V.  15  Minutes.  Daily — 5th  Week. 

Class— ATTENTION  !     Left— FACE  !     Feet— CLOSE  !     Feet— OPEN! 
Right— FACE ! 

Hip.s— FIRM  !   Head  to  the  left— TWIST  ! 
Head  backward— PULL  !    POSITION!  \ 

(Is  done  by  pulling  the  head  back  in 

the  direction  of  the  opposite  shoulder.) 
Repeat  to  the  right.    POSITION^ ! 

Arms  upward  and  backward— STRETCH !   1,  2.    1.  2.   1.  2. 
Class— HALT!     1,  2.     POSITION! 

Hips— FIRM  !  Left  leg  height  of  hip— RAISE  !   SINK ! 
RAISE!    SINK!    Repeat  to  the  right.     POSITION! 

Hips  firm  and  feet  sideways— JUJMP  !     Heels— RAISE  ! 
Trunk  forward— BEND ! 

Arms  forward— BEND  !     FLING  !      BEND  !     FLING ! 
Trunk— RAISE  !     Hands  and  feet  quickly— POSITION  ! 

Left  foot  forward— PLACE !  and  head— FIRM! 

Trunk  to  the  left— TWIST  !    Forward— TAVIST  ! 

Feet— CHANGE!     Trunk  to  the  right— TWIST!     Forward— TWIST  ! 

Hands  and  feet— POSITION  ! 

DEEP  BREATHING. 


Lesson  VI.  15  Minutes.  Daily — 6th  Week. 

Class— ATTENTION  !     Feet— CLOSE  !     Feet— OPEN  ! 

Left  a))()ut— FACE!    Right  about— FACE! 

Hips—FIR.M!     Left  foot  forward— PLACE!     Heels— RAISE  !     SINK! 
1,2.    1,2.    Feet— CHANGE!    1,2.     1,2.     Class— HALT !    1,2. 
POSITION ! 


FOR  SCHOOLS  AND  PLA^'CROrXDS  11 

Hips— FIR:\I  !    Feet  sideways— JU:\[P  ! 

Head  to  the  left— BEND  !     RAISE  !    BEND  !     RAISE  ! 

Repeat  to  the  right. 

Hands  and  feet,  qnickly— POSITION! 

Hips— FIR:\[  !     Heels— RAISE  !     Knees— BEND  !     Knees— STRETCH ! 
Heels— SINK!    1,2,3.4.    1,2,3,4.    POSITION! 

Hips  firm  and  feet  sideways — PLACE !     1,  2. 

Heels— RAISE!     Knees— BEND  !     Knees— STRETCH  !     Heels— SINK! 

POSITION ! 

In  place— JUMP ! 

(Count  1,  Heels— RAISE  !  Count  2,  Knees— BEND  !  Count  3. 
JUMP!  Count  4.  Laud  on  toes  and  bend  knees.  Count  5, 
Knees— STRETCH  !     Count  6,  Heels— SINK!) 

Arms  sideways  raise  and — INHALE ! 
Sink  and— EXHALE! 

MARCH  ABOUT  THE  ROOM. 

Lesson  VII.  15  Minutes.  Daily— 7th  Week. 

Class— ATTENTION!     Left— DRESS  !     FRONT!     Right— DRESS  ! 
FRONT!    Left  about— FACE  !    Right  about— FACE  !    POSITION! 

Arms  sideward,  upward  raise  and  heels — RAISE ! 
Arms  and  heels — SINK ! 

Hips— FIRM!     L[ead  backward— PULL!     Head  to— POSITION  ! 
Repeat,  counting'  1.  2,  etc.    POSITION  ! 

Arms  upward,  sideward  and  downward— STRETCH !     1,  2,  3,  4,  5.  6. 
POSITION ! 

Hips— FIRJ\I!     Feet  sideward— PLACE  !     Heels— RAISE  ! 
Knees— BEND!     Knees— STRETCH !     BEND!     STRETCH! 
Heels— SINK !    POSITION  ! 

Arms  sideward  and  upward — RAISE  !     Trunk  forward — BEND  ! 
RAISE!    BEND!    RAISE!    POSITION! 

Hips— FIR:^I!     Toes— RAISE!     1,2.     1,2.     POSITION! 

Arms  overhead,  circle  and — INHALE ! 
Arms  sink  and — EXHALE  ! 

SKIP  ABOUT  THE  ROO:\I. 

Lesson  VIII.  15  Minutes.  Daily— 8th  Week. 

Class— ATTENTION  !     Left— FACE  !     Right— FACE  !     Feet— CLOSE! 
Feet— OPEN  !    Left  foot  sideways— PLACE  !    REPLACE  ! 
Right  foot  l)ackward— PLACE!     REPLACE! 


78  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIRM!     Feet  sideways— JUMP!     Head  backward— PULL  ! 
Head  to— POSITION !     Repeat,  coimting  1,  2,  etc. 
Hands  and  feet  quickly- POSITION ! 

Arms  forward— BEND  !     Sideways— FLING !     BEND!     FLING! 
POSITION! 

Head— FIRM!     Left  foot  sideways— RAISE !     SINK!     RAISE!     SINK! 
Repeat  with  the  right.    POSITION ! 

Hips  firm  and  feet  sideways — JUMP ! 

Arms  forward  and  upward— FLING!    LOWER!    FLING!    LOWER! 

POSITION ! 

Arms  forward  bend  and  feet — CLOSE ! 
Sideways  fling  and  feet— OPEN  !     POSITION  ! 

Hips— FIRM  !   Heels— RAISE  !   Feet  astride— JUMP !   1,  2.    1,  2. 
Class— HALT!    1,  2.    POSITION! 

Hips— FIRM!     Left  leg  backward— RAISE  !     SINK! 
Repeat  with  the  right  leg.    POSITION ! 

Arms  sideward  and  upward  raise  and — INHALE ! 
Arms  lower  and — EXHALE  ! 

Lesson  IX.  15  Minutes.  Daily— 9th  Week. 

Class— ATTENTION !     Arms  upward— BEND  !     POSITION  ! 
Feet— CLOSE!    Feet— OPEN!    ATTENTION! 

Feet  sideways  place  and  arms  sideways — STRETCH!     1,  2. 

Heels— RAISE!     Knees— BEND  !     Knees— STRETCH !     Heels— SINK! 

Hands  and  feet  quickly— POSITION ! 

Hips— FIRM!     Head  backward— PULL  !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.    POSITION ! 

Arms  sideward  and  downward— STRETCH !     1,  2,  3,  4.     Class— HALT ! 
1,  2.    POSITION ! 

Arms  half  sideward — BEND  ! 

Arm— ROTATION !     1.2.     1.2.     Class— HALT!     1.2.    POSITION! 

Arms  forward  bend  feet  sideward — JUMP! 

Arms  sideward  fling  and  heels — RAISE!     Arms  bend  and  heels — SINK! 

1,  2.    1,  2.    POSITION! 

Hips— FIRM ! 

High  knee  upward  bending,  bogitniing  with  the  left  foot — GO! 

1,2.    1,2.    1,2.    Class— HALT!    1,2.    POSITION! 


Arms  sideward  overhead,  circle  and — INHALE  !  ] 

Lower  and— EXHALE  !  I 


FOR  SCHOOLS  AND  PLAYGROUNDS  79 

Lesson  X.  15  Minutes.  Daily— 10th  Week. 

Class— ATTENTION  !    Arms  sideward— EAISE  !    SINK!    Feet— CLOSE  ! 
Feet— OPEN  !    Eight  about- FACE  !    Left  about— FACE  ! 

Head— FIRM!     With  a  dc'ep  breath,  trunk  lift  and  to  thr  left— BEND ! 
RAISE  !     BEND  !     RAISE  !     Repeat  to  the  right.     POSITION  ! 

Arms  upward  and  sideward— STRETCH !     BEND!     STRETCH! 
POSITION ! 

Hips— FIRM!     Left  knee  upward— BEND!     Forward— STRETCH! 

BEND  !     Downward— STRETCH ! 

Repeat  with  the  right,  alternately.     POSITION! 

Feet  sideways— PLACE ! 

Trunk  forward — BEND!     Arms  forward  and  upward — FLING! 

RETURN !     FLING !     RETURN ! 

Trunk— RAISE  !     POSITION  ! 

Hips— FIRM  !    Left  foot  sideways— RAISE  ! 
Hop  twice  on  the  rigiit  and— CHANGE ! 
Hop  twice  on  the  left  and— CHANGE ! 
Class— HALT  !    1,  2.    POSITION  ! 

Arms  forward  bend  and — INHALE ! 
Arms  sideways  fling  and — EXHALE  ! 

Lesson  XI.  15  Minutes.  Daily— 11th  Week. 

Class— ATTENTION  !     Left— FACE  !     Right— FACE  !     Feet— CLOSE  ! 

Feet— OPEN!     Heels— RAISE  !     Heels— SINK! 

Heels — RAISE  !     Knees  bend  and  arms  sideward,  upw^ard — RAISE  ! 

Knees  stretch,  arms  and  heels — SINK! 

POSITION ! 

Head— FIRM!    With  deep  breath,  chest— RAISE !   SINK! 
RAISE!    SINK!    POSITION! 

Heels  raise,  arms  forward  and  upward — FLING!    LOWER!    etc. 
POSITION ! 

Left  arm  upward  and  right  arm  backward — STRETCH! 
CHANGE  !    1,  2,  3,  4.    POSITION  ! 

Hips— FIRM  !     Heels— RAISE  !     Knees— BEND  ! 
Hop  on  right  foot  and  left  foot  sideward — RAISE ! 

(Quick  change,  alternating— count  1.  2;  1.  2;  1,  2.  Cla.ss— HALT !  1,  2.) 
POSITION ! 

Arms  sideward  raise  and — INHALE  ! 
Arms  lower  and — EXHALE! 


80  PHYSICAL  EDUCATION  COMPLETE 

Lesson  XII.  15  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !     :\lark  time— MARK!     1,2.1,2.     Class— HALT  I 
1,  2.     Left— FACE  !    Feet— CLOSE  !     Feet— OPEN  !     Right— FACE  ! 

Arms  sideward  raise  and  feet — CLOSE ! 

Head  backward— PULL!     Head  to— POSITION  ! 

Repeat,  conntiiiij'  1,  2,  etc.     Hands  and  feet— POSITION  ! 

Arms  sideward — downward  and  backward — STRETCH  ! 

Hips— FIRM  !    Left  foot  forward— PLACE  ! 

Heels— RAISE!     Knees— BEND  !     Knees— STRETCH !     Heels— SINK! 

POSITION  !    Repeat  with  the  right.     POSITION  ! 

Arms  upward— BEND  !    Left  arm  sideward— STRETCH  ! 
Arms— CHANGE  !     1,  2,  3,  -1.     Class— HALT  !     1,  2.     POSITION  ! 

Arms  sideways — RAISE  ! 

Left  leg  backward— RAISE  !    Left  leg  downward— PLACE  ! 

Repeat  with  the  right.     POSITION  ! 

Arms  upward  stretch  and  feet  sideways — PLACE ! 

Trunk  forward— BEND  !     RAISE  !     BEND  !     RAISE  !     POSITION  ! 

Left  foot  forward— PLACE  !     Heels— RAISE  !     QUICK  CHANGE  ! 
(Jumping  exercise.) 

Hips  -FIRM !     Slowly  INHALE  !  and  EXHALE  !    POSniON  ! 

Lesson  XIII.  15  Minutes.  Daily— 13th  Week. 

Class— ATTENTION  !    Arms  sideways— RAISE  !    LOWER  ! 

Left  foot  forward— PLACE  !    REPLACE  !     Right— FACE  !    Left— FACE  ! 

Hips— FIRM!    Head  to  the  left— TWIST!     Forward— TWIST  ! 
Repeat  to  the  right.    POSITION ! 

Arms  sideward  stretch  and  heels — RAISE! 
Arms  bend  and  heels — SINK  ! 

Hips— FIRM ! 

Deep  breath  and  chest— RAISE!     SINK!     RAISE!     SINK!     POSITION! 

Hips— FIRI\I !     Left  foot  sideward— PLACE  ! 
Trunk  to  the  left— TWIST!     Forward— TWIST ! 
Repeat  to  the  right.     POSITION  ! 

Arms  upward,  sidewai-d — RAISE!      (Inhale) 
Arms— SINK!      (Exhale) 

SKIP  ABOUT  THE  RO():\I. 


FOR  SCHOOLS  AND  PLAYGROUNDS  81 

Lesson  XIV.  15  Minutes.  Daily— 14th  Week. 

Class— ATTENTION  !     Left— DREHS  !     FKONT!     Kiglit— DRESS  ! 
FRONT!     Feet— CLOSE!     Feet— OPEN  !     Heels— RAISE  !    SINK! 

Hips— FIRJM !    Head  to  left— BEND  !    RAISE  !    POSITION  ! 
Repeat  to  the  right.    POSITION  ! 

Hips— FIR:\I  1     Feet  sideways— PLACE  ! 

Trunk  forward— P,END  !     Head— ROTATION  !     1.  2,  ;i,  4. 

Ti-iiiik- RAISE!     Hands  and  feet  quiekl\ —POSITION  ! 

Hips— FIRM  !     Feet  sideways— PLACE  ! 

Head  backward— PPLL  !     Head  to— POSITION  ! 

Repeat,  counting  1,  2.  etc.     POSITION! 

Left  hip,  right  head— FIRM ! 

Trunk  lift  and  to  the  left— BEND  !     RAISE  ! 

Arms— CHANGE!     Repeat  to  the  right.     POSITION! 

Hips— FIRM!     With  a  deep  breath,  chest— RAISE  !     SINK! 
POSITION ! 

Lesson  XV.  15  Minutes.  Daily— 15th  Week. 

Class— ATTENTION  !     Count  off  by  twos— START!     1,  2.     1,  2. 
Head— FIRM!     Hips— FIRM !     CHANGE!     CHANGE!     POSITION! 

Hips— FIRM!     Head  l)ackward— PULL  !     Head  to— POSITION  ! 

Arms  sideward  and  downward — STRETCH! 

Hips— FIRM  !     Heels— RAISE  !     Knees— BEND  !     Knees— STRETCH ! 
Heels— SINK !     POSITION  ! 

Trunk  forward— BEND  !     Arms  sideways— RAISE  ! 
Arras  downward— SINK !     Trunk— RAISE  ! 

Hips— FIRM  !    Left  foot  forward— PLACE  ! 

Feet— CHANGE!    Count  1,  2—1,  2,,  etc.    POSITION! 

Head— FIRM  !     Trunk  to  the  left— BEND  !     RAISE  ! 
Repeat  to  the  right.    POSITION ! 
Count  1,  2,  3,  4. 

Head— FIRM!     Feet  sidewa.ys— PLACE  !     Knees— BEND  ! 

Knees— STRETCH ! 

Hands  and  feet,  quickly— POSITION  I 

Arras  sideward,  upward — RAISE  ! 
Arras  downward— SINK!    POSITION! 


82  PHYSICAL  EDUCATION  COMPLETE 

Lesson  XVI.  15  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !     Ki-ht— FACE  !     Right  about— FACE  ! 
Left  about— FACE  !    Left— FACE  ! 

Arms  sideAvard— RAISE  !     Head  to  the  left— TWIST  ! 

Head  baekward— PULL  !     Forward  and  to  the  riglit— TWIST ! 

Head  backward— PULL  !    Forward— TWIST  !     POSITION  ! 

Arms  downward,  sideward  and  upward — STRETCH! 

Left  knee  upward— BEND  !     Forward— STRETCH !     Knee— BEND  ! 
Downward— STRETCH  !    Repeat  with  the  right. 

In  place— JUMP!    1,  2;  1,  2,  etc. 

Heels— RAISE  !     Quick  time— in  place— MARCH  ! 

With  a  deep  breath,  arms  sideward— RAISE !     SINK! 

Lesson  XVII.  15  Minutes.  Daily— 17th  Week. 

Class— ATTENTION  !     Heels— RAISE  !     Hips— FIR]\I !     Heels— SINK! 
Head— FIRIM  !    POSITION  ! 

Hips— FIRM!     Alternate  toe-raising— START !     1,  2;  1,  2,  etc. 
Class— HALT  !    POSITION  ! 

Head— FIRM!     POSITION!    Hips— FIRM !     POSITION! 

Hips— FIRM  !     Left  knee  upward— BEND  ! 

Foot  downward — PLACE  ! 

Repeat  with  the  right— POSITION ! 

Arms  sideward— STRETCH  !  Feet  sideways— PLACE  ! 
Trunk  forward — BEND!  Arm  rotation — 1.  2 — 1.  2.  etc. 
Trunk— RAISE ! 

Hips- FIRM!     Head  backward— PULL  !     Head  to— l^OSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Head— FIRM!     Knees— BEND  !     Knees— STRETCH! 
Knees— BEND!     STRETCH!    POSITION! 

Arms  sideward— STRETCH ! 

Arm  circling  and  deep  breathing — 1,  2 — 1,  2,  etc. 

Arms— SINK ! 

Lesson  XVIII.  15  Minutes.  Daily— 18th  Week. 

Class— ATTENTION  !     Head— FIRM  !     Hips— FIRM!     CHANGE! 
CHANGE!     Right— FACE!    Left— FACE !     POSITION! 

Hips  firm  and  feet  sideways — PLACE! 

Head  back  ward— PULL  !    Head  to— POSITION  ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  83 

Hands  and  iV-et  quic-kly— POSITION  ! 

Arms  forward— BEND  !    Arms  sideways— FLING  !    BEND  !   FLING  ! 

Hips— FIRM  !    Left  knee  upward— BEND  !    Forward— STRETCH ! 
BEND  !    CHANGE  !  etc.    POSITION  ! 

Arms  half  forward — BEND  !     Arm  rotation — 1.  2 — 1.  2.  etc. 
POSITION ! 

Head  firm  and  feet  sideways— PLACE !     1,  2. 
Trunk  lift  and  to  the  left— BEND !    RAISE  ! 
Repeat  to  the  right.    POSITION  ! 

Arms  circle  overhead  and — INHALE ! 
Arms  lower  and — EXHALE  ! 

Lesson  XIX.  15  Minutes.  Daily— 19th  Week. 

Class— ATTENTION  !    Heels— RAISE  !    SINK  !     In  place— REST  ! 
ATTENTION ! 

One  step  forward— MARCH !     Right  about— FACE  ! 
One  step  forward— MARCH !    Left  about— FACE  ! 

Hips— FIR:^I  !     Left  forward— FALLOUT  !     CHANGE  !     POSITION  ! 

Arms  forward— BEND !    FLING!    BEND!     FLING!    POSITION! 

Arms  forward  and  upward — RAISE  !    SINK ! 

Arms  forward— RAISE  !     Upward— FLING !     Forward— SINK! 
POSITION ! 

Hips— FIRM!     Head  backward— PULL  !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc. 

Arms  upward  and  sideward— STRETCH  !    1,  2.  3,  4.    POSITION  ! 

Hips — FIRM !     Jump  in  place — 1,  2.  3,  4.  5.  6.  7,  8. 

Hips — FIRM  !    Deep  breathing. 
POSITION ! 

Lesson  XX.  15  Minutes.  Daily— 20th  Week. 

Clas.s— ATTENTION  !     Feet— CLOSE  !     OPEN!     Heels— RAISE  ! 
SINK!    Head— firm:     Hips— FIRM!    POSITION! 

Hips— FIRM!     Alternate  heels  and  toes— RAISE!     POSITION! 

Head— FIRM!     POSITION!     Right  head  and  left  hip— FIRM ! 
CHANGE !     POSITION ! 


84  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIRM!     Left  knee  upward — BEND!     Foot  downward— PLACE 
POSITION ! 

Arms  sideward— STRETCH !    Feet  sideways— PLACE ! 

Trunk  forward— BEND !     Arm  rotation— 1,  2—1,  2,  etc. 

Trunk  upward— RAISE  !     Hands  and  feet  quickly— POSITION  ! 

Head— FIRM  !    Feet  sidew^ays— PLACE  ! 

Trunk  to  the  left— TAVIST  !     Forward— TWIST  ! 

Repeat  to  the  right.    POSITION ! 

Head— FIRM!     Knees— BEND  !     Knees— STRETCH  I     POSITION! 

Arms  sideways— STRETCH  1 

Arm  circling  and  deep  breathing — 1,  2 — 1,  2 — 1,  2,  etc. 

Arms  downward — SINK ! 


CHAPTER  IV 


Gymnastic  Lessons  for  G-rammar  Grades 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  VI 

Lesson  I.  15  Minutes.  Daily — 1st  Week. 

Class— ATTENTION  !     Left— FACE  !     Right  about— FACE  ! 

Left— FACE!     Head— FIR^I !     Hips— FIRM!     CHANGE!     POSITION! 

Hips^ — FIRM!     Heels— RAISE!     Knees— BEND  !     Knees— STRETCH! 
Heels— SINK! 

Hips— FIRM  !    Head  to  the  left— BEND  !     RAISE  ! 
Repeat  to  the  right.    POSITION ! 

Arms  sideward,  upward — FLING!     Arms — SINK! 

Hips— FIRM!     Left  knee  upward— BEND  !     Downward— STRETCH ! 
Alternate  left  and  right.    POSITION  ! 

Arms  sideward— STRETCH !    Arms  upward— FLING  !    Arms— SINK ! 

Head— FIRM !   Feet  sideways— JUMP  !   Head  backward— PULL  ! 

Head    to— POSITION !     Repeat,    counting    1,    2,    etc.      Hands    and    feet, 
quickly— POSITION ! 

Head— FIRM  !  Left  foot  forward— PLACE  !   Trunk  lift  and'to  the  left— BEND  ! 
RAISE  !  Feet  change— 1 !  2  !   Repeat  to  the  right.   POSITION  ! 

Hips— FIRM  !    Feet  sideways— JUMP !    Heels— RAISE  !    SINK !    POSITION  ! 

Arms  forward  bend  and  INHALE !    Arms  sideward  fling  and  EXHALE ! 

Lesson  II.  15  Minutes.  Daily — 2nd  Week. 

Class— ATTENTION  !    Feet— CLOSE  !    Heels— RAISE  !   SINK! 

Feet— OPEN  !    Hips  firm  and  feet  sideward— JUI\IP  !     POSITION  ! 

Hips— FIR:\I  !    Head  to  the  left— BEND  !   RAISE  ! 
Repeat  to  the  right.     POSITION ! 

Arms  sideward— FLING  !    Upward— RAISE  !   SINK! 

Head  firm  and  feet  sideways— PLACE  !     Toe.s— RAISE  !    SINK! 
Hands  and  feet,  quickly— POSITION ! 

Head— FIRM!     Feet  astride— JUMP  !     Trunk  forward— BEND  ! 
RAISE!    BEND!    RAISE!     POSITION! 

Head  firm  and  feet  sideways — JU]MP! 

Trunk  lift  and  to  tlic  left— BEND!    RAISE! 
Trunk  lift  and  to  the  right— BEND !   RAISE! 
Hands  and  feet— POSITION  ! 


86  PHYSICAL  EDUCATION  COMPLETE 

Hips— F1R:\I  !    Left  leg  sideways— RAISE  !  \ 

Cut  step  sideways,  to  the  count— 1,  2—1,  2— GO !    Class— HALT !    1,  2,  3.        ' 
POSITION! 

Arm  raising  sideways  and  deep  breathing.     1,2^ — 1,  2. 

I 

Lesson  III.  15  Minutes.  Daily— 3rd  Week.        | 

Class— ATTENTION!     Hips— FIRM  !     Arms  forward— BEND  ! 

Arms  upward— BEND!     Hips— FIR:\1  !     Left  foot  sideways— PLACE  ! 
Foot— REPLACE  !     Right  foot  sideways— PLACE  !    REPLACE  !  I 

POSITION!  i 

Hips  firm  and  left  foot  forward PLACE!     (In  series — 1,  2,  3,  4.)  I 

Feet — CHANGE  !     Alternating  throughout  the  exercise.  '• 

Hips— FIRM!     Head  to  the  left— BEND  !    RAISE!  ! 

Repeat  to  the  right.    POSITION  !  \ 

Arms  sideways  fling  and  heels — RAISE  !     Arms  and  heels — SINK ! 

Arms  upward  and  sideward — STRETCH  !  i 

Left  leg  backwards— RAISE  !    SINK !     POSITION  ! 
Repeat  to  the  right.    POSITION! 

Arms  sideways  fling  and  feet  sideways — PLACE!     1,  2. 
Trunk  forward— BEND  !   RAISE  !     BEND  !   RAISE  ! 
Hands  and  feet— POSITION  !  j 

Head  fii-m  and  left  foot  forward — PLACE!  i 

Head  to  the  left— BEND  !  ! 

Feet  change  find  repeat  to  the  right.     1,2.     POSITION! 

Hips  firm  and  heels— RAISE!    SINK!     RAISE!    SINK!     POSITION! 

Hips— FIRM!     AVith  a  deep  l)reath,  chest  raise!    SINK!  , 

Lesson  IV.  15  Minutes.  Daily — 4th  Week. 

Class— ATTENTION  !     Heels— RAISE  !    SINK!     Hips— FTR:\1  ! 

Right  hip  and  left  head- FIRM!     POSITION!  , 

Arms  sideways  raise  and  head  to  tlie  left — TWIST!  \ 

Forward— TWIST !    Repeat  to  tlu'  riglit.     POSITION! 

Arms  half  forward— BEND  !    Arm  rotalioii— 1 !  2  !  etc.    POSITION! 

Hips— FIRM!     Left  knee  upward- BEND  ! 

Forward— STRETCH  !    l^END!     Downward— STRETCH  ! 
Repeat  with  the  right  foot.    POSITION! 

Hips  firm  and  feet  sideways — PLACE ! 

Trunk  forward— BEND !    RAISE!     BEXD!    RAISE! 
Hands  and  feet  (iiiickly— POSITION ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  87 

Hips  firm  and  feet  astride — JU^NIP ! 

Head  backward— PULL  !    Head  to— POSITION  : 
Repeat,  counting  1,  2,  etc.    POSITION  ! 

Hips— FIRM  !     Left  leg  sideways— RAISE  ! 

Cut  step  sideways,  to  the  count  1.  2 — 1.  2 — GO! 
Class— HALT  !    L  2,  3.    POSITION  ! 

Arms  sideways  raise  and  slowly — INHALE! 
Arms  lower  and — EXHALE  ! 

Lesson  V.  15  Minutes.  Daily— 5th  Week. 

Class— ATTENTION  !     Feet— CLOSE  !     Hips— FIRM  !     Head— FIRM! 
Left  foot  forward— PLACE  !    REPLACE  ! 
Right  foot  forward— PLACE!    REPLACE!     Feet— OPEN  !     POSITION! 

Hips— FIRM!    Feet  sideways— PLACE  ! 

Heels— RAISE!    Knees— BEND  !    Knees— STRETCH !    Heels— SINK  ! 
POSITION ! 

Hips  firm  and  feet  sideways— PLACE  !    Head  l)ackward— PULL  ! 
Head  to— POSITION !   Repeat,  counting  1.  2,  etc. 
Hands  and  feet  quickly— POSITION ! 

Left  arm  upward— STRETCH  !     1.  2.  3.  4. 

Repeat  with  the  right.     Alternate  throughout  the  exercise. 

Arms  upward — BEND!    1. 

Arms  upward  stretch  jiiid  left  leg  backward — RAISE!     2. 
Arms  bend  and  leg— SINK!    3.     POSITION!     L 
Repeat  with  the  right  foot. 

Arms  ujiward  stretcli  and  feet  sideways — PLACE!     1,  2. 

Trunk  forward— BEND  !   RAISE!    Hands  and  feet,  quickly— POSITION  ! 

Hips  firm  and  left  foot  forward — PLACE ! 

Head  to  the  left— TWIST  !    Forward— TWIST  ! 

Feet— CHANGE!     1,  2. 

Hca.l  to  the  right— TWIST  1     Forward— TWIST  !     POSITION  ! 

Arms  upward— STRETCH  !    Heels— RAISE  !    Knees— BEND  ! 
Knees— STRETCH  !     Arms  and  heels— SINK! 

Arms  circle  overhead  and — INHALE ! 

Arms  lower  and — P]XIIALE  !     (Slowly) 

Lesson  VI.  15  Minutes.  Daily— 6th  Week. 

Class— ATTENTION  !     Left  foot  backward— PLACE  !   REPLACE  ! 

Right  foot  l)a.k\vafd— PLACE!    REPLACE!     Arms  upward— BEND ! 
Arms  half  sideways— RAISE  !     Arms  half  forward— BEND  ! 
POSITION ! 


88  PHYSICAL  EDUCATION  COMPLETE 

Arms  upward,  sideward,  downward  and  backward — STRETCH! 

Alternate  toe-raising — 1,  2 — 1,  2. 

Arms  half  sideways— BEND  !    Arms  rotate— 1 !  2  !  etc.     POSITION  ! 

Feet  astride  jump  and  head — FIRM ! 

Trunk  lift  and  to  the  left— BEND  !  RAISE  ! 

Trunk  lift  and  to  the  right— BEND  !   RAISE  !    POSITION  ! 

Hips  firm  and  left  foot  forward — PLACE ! 

Heels— RAISE!    Feet— CHANGE!    (Quickly.)    1.  2.     1.  2. 
Class— HALT  !     1,  2.    Heels— SINK !    POSITION  ! 

Hips— FIRM!     Heels  slowly  raise  and— I-N-H-A-L-E. 
Heels  slowly  sink  and — E-X-H-A-L-E. 

Lesson  VII.  15  Minutes.  Daily— 7th  Week. 

Class— ATTENTION!     Trunk  forward  bend  and  hips— FIRM ! 

Trunk  raise  and  hands— POSITION  !     Heels— RAISE  !    SINK! 
Toes— RAISE!    SINK!     POSITION! 

Hips— FIRM !   With  a  deep  breath,  head  backward— PULL  ! 

Head  to— POSITION  !   Repeat,  counting  1,  2,  etc.   POSITION  ! 

Arms  sideways  stretch  and  feet  astride — JUMP  !     Hands — TURN  ! 
Trunk  forward— BEND  !    RAISE  !     BEND  !    RAISE  ! 
Hands  and  feet  quickly- POSITION  ! 

Hips— FIRM  !    Left  foot  forward— PLACE  ! 

Head  backward— PULL  !    Head  to— POSITION  ! 
Feet— CHANGE  !—l,  2— and  repeat.     POSITION! 

Head  firm  and  feet— CLOSE !    Trunk  lift  and  to  the  left— TWIST! 
Forward— TWIST  !     Tnuik  lift  and  to  the  riglit— TWIST  ! 
Forward— TWIST  !    POSITION  ! 

Arms  downward— STRETCH !    Knees— BEND  ! 

Arms  bend  and  knees— STRETCH  !    1.2.    1,2.    Class— HALT  !     1.2. 
POSITION ! 

Arms  sideways  raise,  heels  raise  and,  slowly — INHALE! 
Arms  and  heels  lower  and — EXHALE ! 

Lesson  VIII.  15  Minutes.  Daily— 8th  Week. 

Class— ATTENTION  !     Head— FIRI\I !     Hips— FI  I^M  !     POSITION  ! 
Right— FACE!     Left— FACE  !     Right— DRESS  !    FRONT! 
Right  about— FACE!     Left  about— FACE  !     POSITION! 

Head— FIRM!    With  ;i  dcci)  ])rea1h.  diest— RAISE !    SINK!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  89 

Arms  backward,  downward,  sideward  and  upward — STRETCH! 

Left— FACE  !    Hips— FIRJM  !    Left  leg  sideways— RAISE  ! 
Legs— CHANGE— 2  !  etc.     Right- FACE  !   POSITION  ! 

Left  arm  upward  and  right  arm  sideways — STRETCH! 
CHANGE  !     1,  2.     Class— HALT  !     1.  2.     POSITION  ! 

Hips— FIRM!    Head  backward— PULL!    Head  to— POSITION  ! 
Repeat,  counting  1.  2.  etc.     POSITION! 

Hips— FIRM  !     Feet— CLOSE  !     Left  leg  forward— RAISE  ! 

Forward  cut  step— GO  !     Class— HALT  !     1  2,  3.     POSITION! 
Arms  sideward  raise  and  slowly — INHALE ! 
Arms  lower  and — EXHALE  ! 

Lesson  IX.  15  Minutes.  Daily— 9th  Week. 

Class— ATTENTION  !     Arms  upward- FLING !     POSITION! 

Right— FACE!     Left— FACE  !     Feet— CLOSE  !     Feet— OPEN  ! 
POSITION ! 

Hips— FIRM!     I\Iark  time— :\IARK!     1,  2.     1.  2.     Class— HALT !     1,  2. 
POSITION ! 

Hips  firm  and  feet  sidewaj^s — PLACE ! 

Head  backward— PULL !  Head  to— POSITION !  Repeat,  counting  1,  2,  etc. 
Hands  and  feet,  quickly— POSITION ! 

Arms  sideward,  upward— FLING!    SINK!     FLING!    SINK! 

Arms  sideward— STRETCH  !    Lleels— RAISE  !     Knees— BEND  ! 
Knees— STRETCH !    Heels— SINK!    POSITION! 

Hips— FIRM  !    Left  foot  forward— FALLOUT  ! 
Feet— CHANGE!     1,  2.     POSITION! 

Arms  half  sideward— RAISE  !    Arm  rotation— 1 !  2!  etc.    POSITION! 

Hips— FIRM!    Left  foot  forward— PLACE  ! 

^fniidv  lift  and  to  the  left— BEND !    RAISE! 
Feet  change — 1 !  2  ! 

Trunk  lift  and  to  the  right— BEND  !    RAISE  ! 
Hands  and  feet,  quickly— POSITION  ! 

Arms  sideward  stretch  and  feet  sideways — PLACE ! 
Knees— BEND  !     Knees— STRETCH !     POSITION  ! 

Hips— FIR:\I  !    With  a  deep  breath,  chest— RAISE  !   SINK ! 

Lesson  X.  15  Minutes.  Daily— 10th  Week. 

Class— ATTENTION  !     :\ [ark  time— MARK!     I,  2—1,  2.  Class— HALT  !     1.2. 
Left— FACE!     Right— FACE  !     Left— DRESS  !     FRONT! 
Head— FIR:\I  !     I'OSITION  ! 


90  PHYSICAL  EDUCATION  COMPLETE 

Arms  forward  and  upward— FLING!    SINK!    FLING!    SINK! 

Head— FIRM  !    Heels— RAISE  !     Knees— BEND  !     Knees  deep— BEND  ! 
Knees— STRETCH!    Heels— SINK!    POSITION! 

Arms  slowly  upward— BEND!    Arms  slowly  upward— STRETCH !     Count  1, 
2,  etc.   POSITION ! 

Left  arm  sideward,  upward  raise  and  feet — CLOSE  ! 

Trunk  to  the  right— BEND  !    RAISE  !     Arms— CHANGE  ! 
Trunk  to  the  left— BEND  !    RAISE  ! 
Hands  and  feet— POSITION  ! 

Cut  step  sideward— JUMP !    1,  2-1,  2,  etc. 

Arms  sideward,  upward  raise  and — INHALE  ! 
Arms  sink  and— EXHALE  ! 

Lesson  XI.  15  Minutes.  Daily— 11th  Week. 

Class— ATTENTION  !     Heels- RAISE  !    SINK!     Feet— CLOSE  ! 

Feet— OPEN!     Hips— FIRM  !     Right  hip  and  left  head— FIRM  ! 
CHANGE!    CHANGE!    POSITION! 

Hips  firm  and  feet— CLOSE  !   Head  backward— PULL  !   Head  to— POSITION  ! 
Repeat,  counting  1,  2.  etc. 
Hands  and  feet— POSITION  ! 

Arms  upward— BEND!    Alternate  arms  downward— STRETCH ! 

Hips— FIRM!     Heels— RAISE!     Knees  deep— BEND  !     Knees— STRETCH  ! 
Heels— SINK!    POSITION! 

Arms  sideward  stretch  and  feet  sideward — PLACE  ! 

Trunk  forward— BEND  !     Arms  forward— BEND  !    FLING  ! 
Trunk— RAISE  !    POSITION  ! 

Hips— FIR:\I!     Trunk  to  the  left— TWIST!     Forward— TWIST  ! 
Repeat  to  the  right.     POSITION! 

Hands  on  desks  and  heels — RAISE!    Count  1! 
Vaulting  over  seats — GO  !   Count  2  !  3  ! 
Land  on  toes  with  knees  hent.    Count  4 ! 
Knees— STRETCH !    Count  5  ! 
Heels— SINK!    Count  6! 

Deep  breathing  with  arm  sideward  rjiisiiig. 

Lesson  XII.  15  Minutes.  Daily— 12th  Week. 

Class— ATTENTION !    Feet— CLOSE  !    Hips— FIRM! 

Heels— RAISE!    Heels— SINK!    Feet— OPEN  !    POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  91 

Hips— FIRM!    Heels— RAISE  !    Headto  the  left— BEND  !   RAISE! 
Hciid  to  the  right— BEND!   RAISE!     POSITION! 

Head  firm  and  feet  astride— JUMP ! 

With  a  deep  breath,  head  backward— PULL !    Head  to— POSITION ! 
Repeat,  eonnting  1,  2,  etc.    POSITION! 

Hips— FIRM!     Left  leg  forward— RAISE  !     Downward— PLACE  ! 

Repeat  with  the  right.     POSITION! 

Anns  lialf  forward— BEND  !     Arm  rotation—!  !  2!  etc.     POSITION! 

Hips— FIRM!     Feet— CLOSE!     Left  foot  forward— PLACE ! 
Heels— RAISE  !    SINK  !    Foot— REPLACE  ! 
Repeat  with  the  right.     POSITION! 

Hips  firm  and  feet  sideways — JL^MP! 

Trunk  lift  and  to  the  left— BEND!    RAISE! 
Trunk  lift  and  to  the  right— BEND !    RAISE! 
Hands  and  feet— POSITION  ! 

Hips— FIR:\I!     Feet  sideways— JUMP  ! 

Heels— RAISE!     Spring  jump,  ready— GO !     1,  2—1,  2. 
Class— HALT  !    1,  2.  3.    POSITION  ! 

With  a. deep  breath,  arms  sideward— RAISE  !   SINK! 

Lesson  XIII.  15  Minutes.  Daily— 13th  Week. 

Class— ATTENTION!    Hips— FIRM!    Head— P^IR:\I  !    Feet— CLOSE  ! 
Arms  forward,  upward— FLING  !    SINK!     Heels— RAISE  !    SINK! 
Feet— OPEN  !    POSITION  ! 

Head  finn  and  feet  sideways— PLACE  !    Head  to  the  left— TWIST  ! 

Forward— TWIST!     Head  to  the  right— TWIST  !     Forward— TWIST  ! 
POSITION ! 

Arms  u])waf(l.  sideward,  downward  and  liaekwai'd — STRETCH! 

Head— FIRM!     Left  leg  backward- RAISE  ! 

Foot  downward— PLACE  !    RAISE!     Downward— PLACE  ! 
Repeat  with  the  right  leg.    POSITION! 

Hips— FIRM !     Feet  sideways— PL  ACE  !     Trnnk  forward— BEND  ! 
Arms  forward— BEND  !     Sideward— FLING  !    BEND!    FLING! 
Trunk— RAISE  !    Hands  and  feet— POSITION  ! 

Head— FIRI\I !     Left  forward— FALLOUT  ! 

Feet— CHANGE  !    1 !  2  !    1 !  2  !  etc.   POSITION  ! 

Right— FACE!    Hands  on  desk.s— PLACE  ! 

Vaulting  over  seats— Count  1  !  2!  3!  4!  5!  6!   POSITION! 


92  PHYSICAL  EDUCATION  COMPLETE  ] 

I 

Arms  forward,  upward  raise  and — INHALE!  ! 

Arms  loAver  and — EXHALE  ! 

Lesson  XIV.  15  Minutes.  Daily— 14th  Week. 

Class— ATTENTION !    Left  face  and  one  step  to  the  left— MARCH! 
Right  face  and  one  step  to  the  right — ]MARCII ! 

Left  ahout— FACE  !     Right  about— FACE  !    Hips— FIRM  !  ] 

POSITION !  { 

Hips— FIRM!    With  a  deep  breath,  head  backward— PULL ! 

Head  to— POSITION !   Repeat,  counting  1,  2,  etc.   POSITION! 

Left  foot  sideward— PLACE  !     Heels— RAISE!    SINK!     Foot— REPLACE  ! 
Repeat  with  the  right  foot.    POSITION ! 

Arms  half  sideward — BEND  !    Arm  rotation — 1 !  2  ! 

Hips— FIRM  !    Feet  astride— JUMP  ! 

Trunk  lift  and  to  the  left— BEND  !   RAISE  ! 

Trunk  lift  and  to  the  riglit— BEND  !   RAISE  !   POSITION ! 

Left  foot  forward— PLACE  !    Heels— RAISE  !   SINK !   etc. 
Feet— CHANGE  !    1 !  2  !   POSITION  ! 

Hips— FIRJ\I !     Feet  sideways— JUMP ! 

Heels— RAISE!     Spring  jump,  ready— GO !     1,  2—1.  2. 
Class— HALT  !    1.  2,  3.    POSITION  ! 

With  a  deep  breath,  chest— RAISE !    SINK! 

Lesson  XV.  15  Minutes.  Daily— 15th  Week. 

Class— ATTENTION!    One  step  backward— MARCH!    1.  2. 

Feet— CLOSE!     Feet— OPEN  !     One  step  forward— MARCH !     1.  2. 

Hips— FIRM!    POSITION!  j 

Hips- FIRM!    Head  backward— PULL  !    Head  to— POSITION  !  ■ 

Repeat,  counting  1,  2.  etc.    POSITION!  ! 

Arms  downward,  upward  and  sideward — STRETCH! 

Hips— FIRM!    Left  knee  upward— BEND  !     Forward— STRETCH! 

Knee— BEND!     Foot  downward— PLACE  !  | 

Repeat  with  the  right.     POSITION! 

Arms  forward— STRETCH  !     Trunk  foi-ward- BEND  ! 

Arms  upward— FLING!     Aims  forward- SINK!    etc.     POSITION!  ; 

Arms  sideward  sti'dch  and   feet  sideways — PIjACE  ! 

Head  backward— PULL  !    Head  to— POSITION  !    1,  2,  etc. 

Hands  and  i'cct  (iiiicklv— POSITION  !  i 


FOR  SCHOOLS  AND  PLA^•GROUNDS  93 

Hips— FIRM  !    Left  foot  outward— PLACE  ! 

Trunk  to  the  left— TWIST  !    Forward— T  W 1  ST  I     POSITION  ! 
Repeat  with  the  right.     POSITION  ! 

Hips— FIR:M  !   Prepare  to  jump— 1 !  2  !  3  !  I !  5  !  6  ! 

Arms  overhead  and — INHALE  ! 
Arms  lower  and — EXHALE  ! 


Lesson  XVI.  1.^  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !     Right— FACE  !    Left— FACE  ! 

Right  abont—FACE  !    Left  abont— FACE  !    POSITION! 

Plips— FIR:\I  !    Head  to  the  left— BEND  !    RAISE  ! 
Head  to  the  right— BEND  !   RAISE !    POSITION  ! 

Hips— FIRM!     Heels— RAISE!     Knees  deep— BEND  !     Knees— STRETCH ! 
Heels— SINK !     POSITION  ! 

Hips  firm  and  left  foot  outw^ard — PLACE ! 

Trunk  lift  and  to  the  left— BEND  !    RAISE  ! 
Trunk  lift  and  to  the  right— BEND !   RAISE  ! 
Hands  and  feet,  quickly— POSITION ! 

Arms  half  forward— BEND !    Arm  rotation— 1!  2!    POSITION! 

Hips— FIRM !     Spring  jump,  ready— GO !     1,  2—1,  2,  etc. 
Class— HALT  !    1,  2,  3.    POSITION. 

Hips— FIR:M  !    AA^ith  a  deep  breath,  chest— RAISE  !    SINK !     POSITION ! 


Lesson  XVII.  15  Minutes.  Daily— 17th  Week. 

Class— ATTENTION !     Arms  forward— BEND  !     Arms  sideways— FLING ! 
POSITION!     Feet— CLOSE!     Feet— OPEN  ! 
Left  foot  backward— RAISE  !    Downward— PLACE  ! 
Right  foot  forward— RAISE  !     Downward— PLACE  !     POSITION ! 

Arms  half  sideward — BEND  !    Arm  rotation — 1 !  2  ! 

Left  arm  sideward  and  right  arm  downward — STRETCH! 

Both  arms  upward  and  sideward— STRETCH !    POSITION  ! 

Hips— FIRAI ! 

High  knee  upward  bending,  beginning  with  the  left  foot,  ready — GO! 
1,  2—1,  2.    Class— HALT  !    1,  2.     POSITION  ! 

Arms  upward  stretch  and  feet  sideways — PLACE ! 
Trunk  forward— BEND  !    RAISE! 
Hands  and  feet,  quickly— POSITION  ! 


94  PHYSICAL  EDL  CATIOX  COMPLETE 

Arms  forward— STRETCH  !     Trunk  forward— BEND  ! 

Arms  upward— FLING!     Arms  forward— SINK!     POSITION! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND  !     Knees— STRETCH  ! 
Heels— SINK !     POSITION  ! 

Arms  forward,  upward  raise  and  slowly — INHALE  I 
Arms  lower  slowly  and — EXHALE  ! 


Lesson  XVIII.  15  Minutes.  Daily— 18th  Week.  \ 

Class— ATTENTION  !    Left  face  and  one  step  to  the  left— :\IARCII ! 
Right  face  and  one  step  to  the  right — MARCH ! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND  !     Knees— STRETCH  ! 

Heels— SINK !     POSITION  !  1 

Hips— FIRM!    Head  backward— PULL  !    Head  to— POSITION  !  I 

Head  to  the  left— BEND  !   RAISE  !    Head  to  the  right— BEND  !    RAISE  I  j 

Count  1,  2,  3,  4,  5,  6,  etc.   POSITION !  ' 

Arms  sideward  and  backward— STRETCH! 

Head— FIRi\I !    Left  knee  upward— BEND  !     Backward— STRETCH ! 
Upward— BEND  !     Downward— PLACE  ! 
Repeat  with  the  right.     POSITION ! 

Arms  sideward  stretch  and  left  forward — FALLOUT ! 

Arms  upward  bend  and  sideward— STRETCH !     Feet— CHANGE  ! 
POSITION! 

Hips— FIRM!    Left  foot  outward— PLACE!  ' 

Trunk  to  the  left— TWIST  !     Forward— TWIST  !  ! 

Repeat  to  the  right.    POSITION  !  i 

Head— FIRM  !    Left  foot  forward— PLACE  !     Heels— RAISE  !    SINK !  I 

Feet— CHANGE!     POSITION! 
With  a  deep  breath,  chest— RAISE  !   SINK ! 

Lesson  XIX.  15  Minutes.  Daily— 19th  Week. 

Class— ATTENTION  !     Right  about— FACE  !     Left— FACE  !  ' 

Left— FACE!     Right— DRESS  !    FRONT!     Left— DRESS  !    FRONT! 
Hips— FIRM  !     Head— FIR.M  !     Arms  forward— BEND  !     POSITION  ! 

Hips— FIRM!     Left  foot  forward— PLACE  !     Heels— RAISE  !     Heels- SINK!  i 

Feet— CHANGE  !   1 !  2  !   Class— HALT  !   1 !  2  !   POSITION  !  | 

Hips— FIRM!  Feet— CLOSE!  Head  backward— PULL  !  Head  to— POSITION!  i 

Repeat,  counting  1.  2,  etc.   RAISE!  ' 

Feet— OPEN  !     POSITION  !  i 


FOR  SCHOOLS  AND  PLAV(;R0UXDS  95 

Left  arm  upward  and  right  arm  sideward — STRETCH! 
Arms— CHANGE  !    1 !  2  !   POSITION  ! 

Arms  sideward  stretch  and  feet  sideways — PLACE! 

Trunk  forward— BEND  !     Arms  forward— BEND  !    FLING  ! 
Trunk— RAISE  !    Hands  and  feet— POSITION  ! 

Arms  upward— STRETCH  !     Left  foot  backward— PLACE  1 
Trunk  forward— BEND  !    RAISE  !     BEND  !    RAISE  1 
Arms  and  foot— POSITION  ! 
Repeat  wath  the  right.     POSITION ! 

Left  hip  firm  and  right  arm  upward — STRETCH! 

Trunk  to  the  left— BEND  !   RAISE  !    Arms— CHANGE  !  etc.    POSITION  ! 

Hips— FIR:^!  !     Left  leg  sideways— RAISE  ! 

Cut  step  sideways  to  the  count  1,  2—1,  2— GO !     Class— HALT !     1,  2.  3. 
POSITION ! 

Arms  sideward  raise  and  deep  breathing. 

Lesson  XX.  15  Minutes.  Daily— 20th  Week. 

Class— ATTENTION  !    Hips  firm  and  left  foot  sideways— PLACE ! 

Hands  and  foot— POSITION  !  Hips  firm  and  right  foot  sideways— PLACE  ! 
Hands  and  foot— POSITION !  Hips  firm  and  left  foot  sideways— PLACE ! 
Hips  firm  and  feet— CHANGE  !   1,  2.  Hips  firm  and  feet— CHANGE  !   1,  2. 

Hips— FIRM  !     Heels— RAISE  !     Quick  running  in  place— GO  ! 
Class— HALT  !    1,  2,  3,  4.    POSITION  ! 

Hips  firm  and  feet— CLOSE !    With  a  deep  breath,  head  backward— PULL ! 
Head  to— POSITION !    Repeat,  counting  1,  2,  etc. 
Hands  and  feet— POSITION  ! 

Arms  upward,  sideward,  downAvard  and  backward — STRETCH! 

With  palms  up,  arms  sideways— STRETCH ! 

Arm  raising  upwvird.  heels— RAISE  !     1.  2—1.  2.     POSITION  ! 

Arms  sideways  tiing  and  feet — CLOSE ! 

Left  leg  sideways— RAISE !    REPLACE  !     Repeat  to  the  right. 
Hands  and  feet— POSITION  ! 

Head  firm  and  feet— CLOSE  !    Left  foot  forward— PLACE  ! 

Trunk  forward— BEND  !   RAISE  !    Head  firm  and  feet— CHANGE  !    1,  2. 
Trunk  forward— BEND  !    RAISE  !     Foot— REPLACE  ! 
Hands  and  feet— POSITION  ! 

Hips— FIRM! 

High  knee   upward  bending,   beginning  with   the   left  foot — GO !    1 !   2 ! 
1!  2!  etc.    Class— HALT!    1!  2!    POSITION! 


96  PHYSICAL  EDUCATION  COMPLETE 

Arms  sideways  i'iiiiy  and  left  loot  sideways — PLACE! 
Trunk  lift  and  to  the  left— BEND  !    RAISE  ! 
Trunk  lift  and  to  the  right— BEND !    RAISE!     POSITION! 

Hips— FIRM!    Left  leg  sideways— RAISE !    Cut   step  sideways— GO !    1!   2! 
1 !  2  !  etc.    Class— HALT  !    1.  2,  3.    POSITION  ! 

Arm  raising  and  deep  l)i'eatliing — 1,  2 — 1,  2. 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  VII 

Lesson  I.  20  Minutes.  Daily — 1st  Week. 

Class— ATTENTION  !    Arms  sideways  and  heels— RAISE  !    SINK! 
Hips— FIRM  !     Head— FIRM  !     Right  hip  and  left  head— FIRM  ! 
CHANGE  !     CHANGE  !     POSITION  ! 

Hips— FIRM  !  With  a  deep  breath,  head  backward— PULL  ! 

Head  to— POSITION !   Repeat,  counting  1,  2,  etc.    POSITION ! 

Left  arm  forward  and  upward— FLING  !  CHANGE  !  CHANGE !  1,  2—1,  2. 
Class— HALT!     1,  2.     POSITION! 

Head— FIR.AI !      Heels— RAISE  !      Knees— BEND  !      Knees— STRETCH ! 
Heels— SINK !     POSITION  ! 

Feet  astride— JUMP  !  Trunk  forward— BEND  !  Arms  forward— BEND  ! 
FLING!  BEND!  FLING!  Trunk— RAISE !  Hands  and  feet  quickly— 
POSITION ! 

Head— FIR:\I  !  Heels— RAISE  !  Knees— deep— BEND  !  Knees— STRETCH  I 
Heels— SINK!     POSITION! 

nips_FIRM!     With  a   deep  breath,   chest— RAISE!     LOWER! 


Lesson  II.  20  Minutes.  Daily— 2nd  Week. 

Class— ATTENTION  !  Left— FACE  !  Right— FACE  !  Left— DRESS  !  FRONT! 
Arms  upward— BEND!     Arms  forward— BEND  !     IIi])s— FIRM  ! 
POSITION  ! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND  !     Knees— deep— BEND  ! 
Knees— STRETCH  !     Heels— SINK !     POSITION  ! 

Hips— FIRM!    Head  backward— PULL  !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.    POSITION ! 

Arms  upward,  sideward  and  downward— STRETCH !     POSITION! 


FOR  SCHOOLS  AXD  PLANGROUNDS  07 

Tlilis— FIK.Al  !     Left    kmc  ii|i\v;ii-(I— BEND  :     Kiici'  hacUwjird— STKKTCIl  ! 
K'licc   ii|i\vart! — UKXDI      Voot   (lownwai-d — l^LACM! 
lu'lM'.-il    Willi   the   ri-lit    foot.      i'OSI'IMOX  ! 

Feet— CLOSE!      Left  foot    forward— I'LACE  ! 

Tniid<    I'orward — HEXD!     Afiu   tlitiuitii;'  forward,   iijiwai'd    (1) 
forward,  downward   (2)     1,  2 — 1,  2. 
Tiunk— RALSE  !     Foot— REPLACE  ! 
K'epeat  with  tile  i-iuiit  foot.     I'OSrTTOX  ! 

Hips— FIR:\r !   Ilioh  knee  upward  bending— GO  !    1 !  2  !    1 !  2  !  etc. 
Class— HALT  !   1 !  2  !    POSITIOX  ! 

Head   tit  111  and  feet   sideways — JUMP! 

Trunk  lifl  and  to  the  left— BEXD!  RAISE! 
Trunk  lift  and  to  the  ri-lit— BEXD  !  RAISE! 
Hands  and  feet  quickly,  POSITIOX! 

Hips— FIRM!     Astride— Jl'MP  1.  2—1.  2.     Class— HALT   1,  2.     POSITIOX! 

Arms  sideways  raise  and — IXHALE  !     Lower  and — EXIIALP] ! 

Lesson  III.  20  Minutes.  Daily— 3rd  Week. 

Class— ATTENTION  !     Hips— FIRM  !     Head— FIRM  !     Feet— CLOSE  ! 
Feet— OPEN!     Left— FACE  !     Right— FACE!     POSITIOX! 

Ilip.s— FIR.AI  !     Head  backward- PULL  !     Head  to— POSITIOX  ! 

Arms  forward— FLIXG!     Arms  upward— BEND!    Sideward— STRETCH  ! 

Anns  u]iward— RAISE!     Arms  upward— BEND!     Sideways— STRETCH  ! 
POSITION  ! 

Arms  sideward.  upAvard— RAISE  !     Left  leg  forward— RAISE ! 

Hands  and  foot  POSITIOX!     Repeat  using  right  foot.     POSITIOX! 

Arms  half  sideward— RAISE  !    Arm  rotation— L  2.  etc.    POSITIOX! 

Left  foot  foi-ward  place  and  neck— FIRM!     Trunk  lift  and  to  the  left— BEXD  ! 
RAISE!     Arms  and  feet— CHANGE!     POSITION! 

Hips— FIRM!    Astride— jr:\IP!    1.2—1.2.    Class— HALT  !    1.  2.  .1 
POSITIOX. 

Ai-iiis  sidewai'd.  upward  and  heels  I'aise  as — INHALE! 
Arms  lower  as — EXHALE! 

Lesson  IV.  20  Minutes.  Daily— 4th  Week. 

Class— ATTENTION  !     Left— FACE  !     One  step  to  the  left— MARCH! 

Right— FACE!    One  step  forward— MARCH  !     Feet— CLOSE  !     OPEN! 
Head— firm:     .\rms  upward— BEXD  !    Forward— BEND  !    POSITION! 


98  PHYSICAL  EDUCATION  COMPLETE 

Arms  sideward  stretch  and  feet  sideways — PLACE! 
Head  backward— PULL  !    Head  to— POSITION  ! 
Repeat  counting  1.  2,  etc.    POSITION! 

Arms  upward— STRETCH!     Left  knee  upward— BEND!     Knee  backward— 
STRETCH!     Knee  npward— BEND  !     Foot  downward— PLACE. 
Repeat  with  the  right.     POSITION! 

Arms  npward— STRETCH !     Left  forward— FALL  OUT!     i'OSITION! 
Repeat  with  the  right.     POSITION! 

Arms  upward  stretch  and  feet  sideways — PLACE ! 
Trunk  lift  and  to  the  left— BEND  !     RAISE  ! 
Trunk  lift  and  to  the  right— BEND  !     RAISE!     POSITION! 

Head— FIRM!     Left  foot  sideways— PLACE  !     Heels— RAISE  ! 

Knees— BEND!     Knees— STRETCH !     Heels— SINK  !     POSITION! 
Repeat  with  the'  right.     POSITION  ! 

Hips— FIRM!    Left  leg  sideward— RAISE !    Cut-step   sideways— GO !    1!   2! 
1 !  2 !  etc.    Class— HALT  !   1,  2,  3.   POSITION ! 

Arms  sideward  raise  and — INHALE  !     Arms  lower  and — EXHALE  ! 


Lesson  V.  20  Minutes.  Daily— 5th  Week. 

Class— ATTENTION  !     Mark  time— MARK!     Class— HALT  ! 

Hips— FIRM!    Head— FIRM!    POSITION!    Right— DRESS!    FRONT! 

Arms  sideways  and  heels— RAISE !    Head  to  the  left— BEND  !    RAISE  ! 

BEND!    RAISE!    Head  to  the  right— BEND !    RAISE!    BEND!    RAISE! 
Heels— SINK  !     POSITION  ! 

Left  arm  forward  and  right  arm  sideward— STRETCH!    Arms— CHANGE ! 
POSITION ! 

Hips— Fnni!     Left  leg  sideward— RAISE  !     Legs— CHANGE!     etc. 
POSITION ! 

Arms  sideways  stretch  and  feet  sideways — PLACE!     Trunk  foi-ward — BEND  I 
Arms  forward— BEND  !      FLING!     Trunk— RAISE  ! 
Hands  and  feet  quickly— POSITION ! 

Hips— FIR:\I!     Left  foot  forward— PLACE  !     Trunk  to  the  left— TWIST! 
Forw^ard— TWIST!     Trunk  to  the  right— TWIST!     Forward     TWIST! 
POSITION! 

Hips  firm  and  feet— CLOSE !     Left  leg  forward      RAISE! 

Forward  cut  step— GO !     Class- HALT!     1,  2.  3.     I>OSITIOX! 

Arms  overhead  circle  and  LXHALE.     Lower  and  EXHALE. 


FOR  SCHOOLS  AND  PLAYGROUNDS  99 

Lesson  VI.  20  Minutes.  Daily — 6tn  Week. 

Class— ATTENTION  !     Ri^lit   ;ih.)u1^P\VCE  !     Fofwjird   W^uv  steps— MAR.Cli ! 
Left  about— FACE!     Eoi'ward  four  steps— ]\1AHC II ! 
Arms  upward— BEND  !     Arms  sideward— STRKT( 'II !     Head— Fimi! 
Feet— CLOSE  !     Feet— OPEN  !     POSITION  ! 

Arms  sideward— STRETCH  !     Heels— RAISE  !     Knees— BEND  ! 
Knees— STRETCH !     Heels— SINK!     POSITION! 

Arms  lialf  forward— BEND  !    Head  backward— PULL  !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.   POSITION ! 

Anns  upward— BEND!  Left  arm  sideward— STRETCH !  Count  2. 
Left  arm  bend  and  right  arm  sideward— STRETCH !  Count  1. 
Alternating  1.  2—1.  2,  etc.     Class— HALT !     1.  2.     POSITION. 

Head— FIRM!     Left  knee  upward— BEND  !     Knee  backward— STRETCH! 
Knee  upward — BEND  !    Foot  downward — PLACE  !    Repeat  with  the  right. 
POSITION. 

Arms   upward— STRETCH  !      Heels— RAISE  !      Knees— BEND  !      Arms- 
parting  1.  2—1,  2.    Knees— STRETCH!    Heels— SINK!     POSITION! 

Feet— CLOSE!     Left  foot  forward— PLACE  !     Trunk  forward— BEND  ! 
Arm  tlinging  forward,  upward — 1  Forward,  downward.  2.     1.  2. 
Trunk— RAISE  !    Foot— REPLACE  !    Repeat  with  the  right.    POSITION  ! 

Forward  cut  step  as  in  Lesson  V. 

Hips  lirm  and  Avith  a  deep  breath,  chest— RAISE !     Sink  and— EXHALE! 

Lesson  VII.  20  Minutes.  Daily— 7th  Week. 

Class— ATTENTION  !    Feet— CLOSE  !    Hips— FIR:\I  !    Heels— RAISE  !  SINK ! 
Feet— OPEN  !     Arms  upward— BEND  !     Arms  half  sideways— BEND  ! 
POSITION ! 

Hips  firm  and  feet  sideways — PLACE  !    AVith  a  deep  breath,  head  backward — 
PULL  !   Head  to— POSITION  !   Repeat,  counting  1,  2,  etc. 
Hands  and  feet— POSITION  ! 

Arms  upward  bend  and  heels — RAISE! 

Arms  upward  stretch  and  knees — BEND!     1.  2 — 1.  2. 
Class— HALT!     1.  2.     POSITION! 

Trunk  forward— BEND  !     Arms  upward— FLING! 

Arms  forward— SINK!    FLING!     SINK!    Trunk— RAISE ! 

Hips  firm  and  left  foot  forward— PLACE !     Trunk  to  the  left— TWIST  ! 
Forward— TWIST  !     Feet— CPIANGE  !      To   the   right— TWIST  ! 
Hands  and  feet— POSITION  ! 


100  PHYSICAL  EDUCATION  COMPLETE 

Eight— FACE!     liands  on  desks— PLACE !     Jump  over  seat— 1,  2,  3,  4,  5,  6. 
Repeat.     Left— FACE !    l^OSITION ! 

With  a  deep  In-eath,  chest— RAI8E !     8L\K!     RAISE!     SINK! 


Lesson  VIII.  20  Minutes.  Daily— 8th  Week. 

Class— ATTENTION  !     Left— FACE  !     One  stei)  t.)  the  right— MARCH! 
Left— FACE!     One  step  to  the  left— :\IARCII !     Right  about— FACE  I 
POSITION ! 

Head  firm  and  left  foot  sideways — PLACE  !    Arms  sideways  fling  and  heels— 
RAISE!     Arms  bend  and  heels— SINK!     Hands  and  foot— POSITION ! 
Repeat  to  the  right.    POSITION  ! 

Hips  firm  and  feet — CLOSE!    With  a  deep  breath,  head  backward — PULL! 
Head  to— POSITION !    Repeat,  counting  1,  2,  etc. 
Hands  and  feet— POSITION ! 

Arms  upward,  (hiwiiward.  and  sideward — STRETCH! 

Hips  firm  and  feet— CLOSE !     Left  leg  sideways— RAISE !     REPLACE! 

Right  leg  sideways— RAISE  !    REPLACE  !    Hands  and  feet— POSITION  ! 
Arms   upward— STRETCH  !     Heels— RAISE  !     Knees— BEND  ! 
Arms  parting— 1 !  2  !   1 !  2  !   Knees— STRETCH ! 
Heels— SINK  !    POSITION  ! 

Feet— CLOSE!     Left  foot  forward— PLACE  !     Trunk  forward— BEND  ! 

Arm  flinging  forward,  upward — 1.    Forward,   downward — 2.    1,  2 — 1.   2. 
Trunk— RAISE!    P\)()t— REPLACE  !    Repeat  with  the  right.    POSITION! 

Hip.s— FIRM!     High  knee  ujiward  bending— GO!     Class— HALT !     1,  2. 
POSITION. 

Cut  step  sideways. 

Arm  raising  sideways  and  deep  I)i'eatliing.  1.  2 — 1,  2 — 1,  2. 


Lessen  IX.  20  Minutes.  Daily— 9th  Week. 

Class— ATTENTION  !    Left  forward— FALL  OUT  !    CHANGE!    Hips— FUni ! 
Right  hip  and  left  head— FIRM!     CHANGE!     CHANGE! 
Trunk   forwar(U   P.END!     RAISE!     Left— FACE !     Right— FACE! 

Hips— FIRM!    Head  backward- PULL  !    Head  to— POSITION  ! 
Head  to  tlu^  left— BEND!    RAISE! 
Head  1o  llic  ri-ht— JiEND!   RAISE!   POSITION! 

Arms  upward — BEND!     Heels — RAISE!     Arms  upward  stretch  nnd  knees — 
BEND!     Arms  b.nd  aud  knees— STRETCH !     POSITION! 


FOR  SCHOOLS  AND  PLAYtiROUNDS'  101 

Arms  sideward — STRETC'TT  !     SwiiniiiitiL;'  iiiovcincnt  Avitli  1hc  arms — 1.  2,  'A. 
POSITION. 

Trunk  forward — BEND!     Repeat  swimming  movement  wilh  the  ai-iiis — 1.  2.  3. 
Trunk— RAISE  !     POSITION  ! 

Arms  forward  bend  and   feet— CLOSE  !     Trunk   ]ift  and  to  the  left— BEND  ! 
RAISE!    Trunk  lift  and  to  the  right— BEND !     RAISE! 
Hands  and  feet— POSITION  ! 

Hips— FIR:\I  !   Astride— JU:\IP  !   1 !  2  !    1 !  2  !  etc.    POSITION  ! 

Arms  sideward  and  upward  raise  and — INHALE  !  Arms  Iow(n"  and — EXHALE  ! 

Lesson  X.  20  Minutes.  Daily— 10th  Week. 

Class— ATTENTION  !  Heels— RAISE  !  Knees— BEND  !  Knees— STRETCH  ! 
Heels— SINK !  Feet— CLOSE  !  Feet— OPEN  !  Left  leg  forward— RAISE  ! 
Downward— PLACE  !     Arms  npward— BEND  !     POSITION  ! 

Arms  sideward— STRETCH !  Head  backward- PULL  !  Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.    POSITION ! 

Hips— FIRM!     Left  knre  upward— BEND!     Knee  sideways— MOVE  ! 

Knee  forward — ]\IOVE  !    Foot  downward— PLACE  !  Repeat  with  the  right. 
POSITION. 

Arms  forward  stretch  and  feet  sideways — PLACE!     Trun]\:  forward — BEND! 
Arms  sideways— FLING !     (1)  Arms  forward— (2)  1,  2—1,  2. 
Class— HALT  L  2.     Trunk— RAISE  !     POSITION! 

Left  arm  upward  and  with  palm  up,  right  arm  sideways — STRETCH! 
Arms— CHANGE!  1,  2.     Arms— CHANGE !  1,  2. 
Both  arms  sideways— STRETCH  !     POSITION! 

Hips — FIRM!  Pleels — RAISE!  High  knee  u]nvard  bending,  beginning  with 
the  left  foot— GO  !   1 !  2  !  etc.   Class— HALT  !   1 !  2  !  3  !   POSITION  ! 

Cut  step  sideways. 

Arms  sideways  raising,  hand  turning  and  deep  breathing.     1,  2 — 1,  2 — 1,2. 

Lesson  XI.  20  Minutes.  Daily— 11th  Week. 

Class— ATTENTION !  Feet  astride— JUMP!  Trunk  forward— BEND  !  RAISE! 
POSITION!     Left— DRESS!     Right— DRESS  !     Hips— FIRM  ! 
Heels— RAISE  !     SINK !     POSITION  ! 

Hips— FIRM  !   Head  backward— PULL  !   Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.   POSITION! 

Left  arm  sideways  and  right  arm  forward— STRETCH !  Arms— CHANGE  !  1.  2. 
POSITION ! 


102  PHYSICAL  EDUCATION  COMPLETE 

Arms  upward  stretch  and  feet  sideways — Pi^ACE  !  Trunk  forward — BEND  ! 
RAISE!    BEND!    RAISE!    POSITION! 

Arms  upward  stretch  and  feet  sideways — PLACE !    Head  backward — PULL ! 
Head  to— POSITION !    Repeat,  counting-  1,  2,  etc. 
Hands  and  feet,  quickly— POSITION ! 

Head  firm  and  left  foot  outward— PLACE !     Trunk  to  the  left— TWIST ! 
Forward— TWIST!    Trunk  to  the  right— TAVIST  !    Forward— TWIST  ! 
Hands  and  feet— POSITION  ! 

Cut  step  sideways. 

Hips— FIRM!     With  a  deep  breath,  chest— RAISE !     SINK! 

Lesson  XII.  20  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !     Right  about— FACE  !     Two  steps  forward— :\IARCH  ! 
Left  about— FACE  !     Two  steps  forward— MARCH !     Feet— CLOSE  ! 
Hips— FIRM!    Heels— RAISE!    Heels-SINK!  Feet— OPEN  !  POSITION! 

Left  foot  forward  place  and  hips — FIR]\I !    Head  backward — PULL! 
Head  to— POSITION !    Repeat,  counting  1,  2,  etc. 
Feet— CHANGE!    Repeat.    POSITION! 

Heels — RAISE  !  Knees — deep — BEND  !  Arms  upward  and  sideward — 
STRETCH!     Knees— STRETCH !     Heels-SINK!     POSITION! 

Arms  upward— STRETCH !  Left  leg  sideways— RAISE  !  Foot  downward— 
PLACE  !    Repeat  with  the  right.    POSITION  ! 

Arms  half  forward — BEND  !   Arm  rotation — 1,  2 — 1,  2. 

Trunk  forward— BEND  !    RAISE  !    BEND  !    RAISE  !    POSITION  ! 

Head  firm  and  feet  sideways— PLACE !  Trunk  lift  and  to  the  left— BEND! 
RAISE!  Trunk  lift  and  to  the  right— BEND  !  RAISE!  BEND!  RAISE! 
Hands  and  feet— POSITION  ! 

ITips — FIRM!  Left  leg  sideways — RAISE!  Hop  four  times  on  the  right  foot. 
Feet— change  and  hop  four  times  on  the  left  foot.    Alternate.    POSITION  ! 

Arm  sideward  raising  and  deep  breathing. 

Lesson  XIII.  20  Minutes.  Daily— 13th  Week. 

Class— ATTENTION  !  Right— FACE  !  Knees— BEND  !  Knees— STRETCH  ! 
Left— FACE!  Arms  forward— BEND  !  Arms  upward— BEND  !  Hips— 
FIRM!    POSITION! 

Arms  sideways  raise  aiul  left  foot  forward — PLACE!  Head  to  llic  left — 
BEND!  RAISE!  Head  to  the  right— BEND !  RAISE!  Han. Is  and  foot- 
POSITION!    Repeat  1o  the  right.    POSITION! 


FOR   SCHOOLS  AXU   I'L-WOKOINDS  103 

Anns  forwjii'd  hcinl  .iiid  heels  RAISE!  Arms  sideways  llini;'  and  knees — 
]^KXI)!      Ai'ins   heiid    and    knees— S'IMvM\^r( 'I  I  1      K*e|ieat! 

Left  — FACE!  Ili|)s  linn  and  hd't  nnl  wai'd  — EALE  Ol'T!  Left  heel— "RAISE  ! 
SINK!    RAISE!    SINK!     POSITIOxX !     Repeal  Ic  ti-lit. 

Arms  sideways  streteli  and  feet  sideways — PLACE!  Ti-nnk  forward — BP]ND  ! 
RAISE!     Trunk  forward  and  arms  forward— R.EX  I) !  RAISE!  IH)SITI()N! 

Hips— FIRM!  Feet  astride— J  UMP !  Trunk  lift  and  to  the  left— P.EXD! 
RAISE !     Repeat  to  the  right.     Hands  and  feet— POSITION  ! 

Hips — FIRM !  Left  leg  forward — RAISE !  Hop  fonr  times  on  the  right  foot. 
Feet  change,  right  leg  backward  raise  and  hop  fonr  times  on  the  left. 
Alternate.    POSITION! 

Arms  forward  slowly  raise  and — INHALE  !     Arms  lower  and — EXHALE  ! 

Lesson  XIV.  20  Minutes.  Daily— 14th  V/eek. 

Class— ATTENTION  !  Left  foot  forward— RAISE  !  SINK!  Right  foot  for- 
ward—RAISE  !  SINK!  POSITION!  Heels— RAISE!  Knees— BEND ! 
Knees— STRETCH  !     Heels— SINK!     Feet— CLOSE  !     OPEN! 

Heels— RAISE  !     Knees— BEND  !    Arms  upward— STRETCH  !     1,  2—1,  2. 
Knees— STRETCH  !     Heels— SINK!     POSITION! 

Left  arm  upward  and  right  arm  sideward— STRETCH !    Arms— CHANGE  ! 
Arms  downward— STRETCH  !     1,  2—1,  2.     POSITION  ! 

Hips — FIR^I !  Alternate  knee  upward  bending,  beginning  with  the  left  foot — 
1 !  2  !  3  !  4 !  etc.     POSITION  ! 

Head- FIRM!     Left  forward— FALL  OUT!     Foot— REPLACE  ! 
Right  forward— FALL  OUT  !     Foot— REPLACE  !     POSITION  ! 

Arms  half  sideways— RAISE  !    Arm  rotation— 1 !  2  !  etc.    POSITION  ! 

Hips— FIRM  !  Left  leg  sideward — RAISE  !  Hop  on  the  right  eight  times;  feet 
change  and  hop  eight  times  on  the  left.    POSITION  ! 

Hips — FIRM!     Deep  breathing,  slow  count,  1,  2 — 1.  2. 

Lesson  XV.  20  Minutes.  Daily— 15th  Week. 

Class— ATTENTION  !    Arms  sideways— RAISE  !     SINK  !    Left— FACE  ! 

Rioht— FACE!    Hips— FIRM!    Head— FIRiM  !    Arms  sideward,  upward- 
RAISE !     POSITION ! 

Hips  firm  and  left  foot  outward— PLACE !     Foot— REPLACE  ! 
To  the  left  and  right  alternately  !    POSITION ! 

Head  firm  and  feet  sideways — JUMP!     With  a  deep  breath,  In^ad  backward — 
PULL!   Head  to— POSITION !    Repeat,  eouiding  L  2,  etc. 
Hands  and  feet,   quickly— POSITION  ! 


1U4  PHYSICAL  EDUCATION  COMPLETE 

Left   anil   upward   and   right   arm   sideward— STRETCH !     Arms— CHANGE  I 
CHANGE!     CHANGE!    Arms  upward— STRETCH !  etc.     POSITION! 

Arms  sideward — STRETCH!     Left  knee  upward — BEND!     Knee  backward — 
STRETCH!     BEND!     STRETCH!     Downward— PLACE ! 
Repeat  with  the  right.     POSITION  ! 

Hips— FIRM!     Left  forward— FALL  01  ^T!     POSITION!     1,2—1,2. 
Right  forward— FALL  OUT !    1,  2—1,  2.    POSITION  ! 

Cut  step  forward. 

Head— FIRM!    AVith  a  deep  l)reath,  chest— RAISE  !     SINK!    POSITION  I 

Lesson  XVI.  20  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !    Head  firm  and  feet  sideways— JUMP ! 

Arms  forward— BEND !     FLING!     POSITION!    Heels— RAISE !     SINK! 
Toes— RAISE!     SINK!     Left— FACE  !     Right— FACE  !     POSITION! 

Hips— FIRM !    Left  foot  outward— PLACE  !    Heels— RAISE  !  SINK !  1.  2—1.  2. 
POSITION ! 

Arms  forward,  backward,  sideward  and  upward — STRETCH! 

Left  arm  upward  and  right  arm  forward— STRETCH !  2.     1,  2. 

Arms  sideward— STRETCH !     BEND!     STRETCH!     POSITION! 

Hips— FIRM  !    Left  forward— FALL  OUT  !    Arms  upward— STRETCH  !  1.  2— 
1,  2—1,  2.    POSITION !    Repeat  to  the  right.    POSITION  ! 

Hips  firm  and  feet  sideways— PLACE !     Trunk  forward— BEND !     RAISE! 
BEND  !     RAISE  !     Hands  and  feet,  quickly— POSITION  ! 

Cut  step  foFAvard. 

Hips— FIRM!    With  a  deep  breath,  chest— RAISE !     SINK! 

Lesson  XVII.  20  Minutes.  Daily— 17th  Week. 

Class— ATTENTION  !     Hips— FIRM  !     Heels— RAISE  !     SINK! 

Feet— CLOSE!  Arms  forAvard  and  upward— FLING !  LOWER! 
Feet— OPEN!  Head— FIR.AI !  Right  head  and  left  hip— FIR:\I  ! 
CHANGE!    CHANGE!    POSITION! 

Head— FIRI\I !    Trunk  to  the  left— TWIST  !    Forward— TWIST  ! 

Trunk  to  the  riglit— TWIST  !     Forward— TWIST  !     POSITION! 

Arms  sideward,  upward,  downward  and  Inu'kward — STRETCH! 

Hips— FiRxM!     Heels— RAISE!     Knees— deep— BEND  !      Knees— STRETCH  ! 
Heels— SINK !     POSITION  ! 

Hips_FIRM!     Left  backward— FALL  OUT!     POSITION! 
Right  backward— FALL  OUT!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  105 

Arms  sideways  strdcli  and  fVct  sideways— I'LACE !    Head  to  ilic  lift— BEND! 
KAISE!    Head  t..  the  ri-ht— BEND!     RAISE!    POSITION! 

Hips— FIR:\I!     Left  leo-  sideward— RAISK !     Hop  I.mi  times  on  the  right   foot. 
Feet  chanoe  and  liop  ten  times  on  the  left  foot.     Altei'iiate  twice. 
POSITION ! 

Deep  breathing  and  arms  sideward  raising. 

Lesson  XVIII.  20  Minutes.  Daily— 18th  Week. 

Class— ATTENTION  !     Arms  sideways  and  heels— RAISE!     SINK! 

Arms  forward— BEND !     FLING!     POSITION!     Feet— CLOSE !     OPEN! 
Left  knee  upward— BEND !     SINK!     Right— DRESS!     FRONT! 

Hips  firm  and  left  foot  forward— PLACE  !     Heels— RAISE  !     Knees— BEND  I 
Knees— STRETCH  !     H:eels— SINK!     Foot— REPLACE  ! 

Hips— FIRJ\I !   Head  backward- PULL  !   Head  to— POSITION  ! 
Repeat,  counting-  1,  2,  etc. 

Head— FIRM !   Head  backward— PULL  !   Head  to— POSITION  ! 
Repeat,  counting-  1,  2,  etc.     POSITION! 

Left  arm  sideways  and  right  arm  downward— STRETCH !     Arms— CHANGE ! 
CHANGE!     Arms  upward— STRETCH!     POSITION! 

Hips— FIRM !   Alternate  high  knee  upward  bending— 1,  2—1,  2.    POSITION  I 
Class— HALT  !    1 !  2  !    POSITION  ! 

Head— FIRM!     Left  backward— FALL  OUT!     POSITION! 
Repeat  with  the  right.    POSITION! 

Hips— FIR:\I  !     Cut  step  forward. 

Arms    upward    hend    and — INHALE!     Slow    arm    extension — sideways    1,    2. 
EXHALE ! 

Lesson  XIX.  20  Minutes.  Daily— 19th  Week. 

Class— ATTENTION  !     Left  foot  sideward— RAISE  !     POSITION! 
Arms  forward,  upward— FLING  !     POSITION!     Feet— CLOSE  ! 
Feet— OPEN!     Toes— RAISE !     SINK!    POSITION! 

Arms  sideways  raise  and  left  foot  outward— PLACE !  REPLACE!  POSITION! 
Repeat  to  the  right.     POSITION  ! 

Heels — RAISE!     Arms  upward,  sideward.  downwai-d  and  backward — 
STRETCH !     POSITION ! 

Arms  and  left  leg  sideward— RAISE  !     SINK  !     RAISE  !     SINK  ! 

Feet— CHANGE!    RAISE!    SINK!    RAISE!    SINK'    POSITION! 


106  PHYSICAL  EDUCATION  COMPLETE 

Arms    sidi'wai'd— STRETCH!     Feet    sideward— PLACE !      Trunk     forward— 
BEND!     Arms  forward— BENU !     FEIXG!     BEND!     FLINC ! 
Trunk— RAISE  !     POSITION  ! 

Hips— FIRM  !    Left  forward— FALL  OUT  !     1 1  eels— RAISE  ! 

Knees— BEND!     Kuees— STRETCH  !     Heels— SINK!     POSITION! 

Jump  in  place— 1,  2,  3,  4,  5,  6. 

Arms  sideward  raising  and  deep  breathing. 

Lesson  XX.  20  Minutes.  Daily— 20th  Week. 

Class— ATTENTION!    Hips  firm  and  feet— CLOSE  !    Feet— OPEN  ! 
Toes— RAISE!     SINK!     Head  to  the  left— BEND !     RAISE! 
Head  to  the  right— BEND  !     RAISE!     Trunk  forward— BEND  !     RAISE! 
POSITION ! 

Hips— FIRM!  Heels— RAISE!     Knees— BEND  !     D^ep- BEND  ! 
Alternate  head — rotation  1,  2,  8,  4,  etc. 

Hips— FIRM!    Head— FIRM!     CHANGE!     CHANGE!    POSITION! 

Left  arm  upward  right  arm  sideward— STRETCH  !     Arms— CHANGE  ! 
Arms  downward— STRETCH  !     POSITION  ! 

Hips— FIRM  !    Left  foot  sideward— RAISE  !     SINK !     RAISE  !     SINK ! 

Feet— CHANGE!    1.2.     RAISE!     SINK!    RAISE!     SINK!    POSITION! 

Hips  firm  and  feet— CLOSE  !    Left  forward— FALL  OUT !    POSITION  !  1,  2— 
1,  2—1,  2—1,  2,  etc.     Right  forward— FALL  OUT !     POSITION !  etc. 

Cut  step  sideward. 

Hips  firm  and  with  a  deep  breatli,  clu^st- RAISE  !     SINK! 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  VIII. 

Lesson  I.  20  Minutes.  Daily — 1st  Week. 

Class— ATTENTION  !  In  place— REST  !  ATTENTION  !  Feet— CLOSE  !  Feet— 
OPEN  !    Hips— FIRM  !    Head  firm  and  feet  astride— JUIMP  !    I^OSITION  ! 

Arms   sideways   stretch    and    i'oei    astride — JUMP!      'i'runk    forward — -BEND! 
RAISE!    BEND!    RAISE!     POSITION! 

Arms  forward     l^END!     Sideward— FLING !     BEND!     FL1.\(;!     POSITION! 

Head— FIRM!     Left  knee  upward— BEND!     Forward— STRET(TI !     BEND! 
STRETCH!    Foot— REPLACE !    Repeat  willi  the  right  I'oot.     POSITION! 

Arms  half  sideways — BEND!  'I'runk  forward — BP]ND  !     Ai-m  rotation — 
1!  2!   1  !  2!  etc.    Tnndv- RAISE!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  107 

Hips— FTR:\r:     Tvuuk  to  the  left— TWTST!     Forward— TWIST  ! 

Tniiik   to  tlh'   ri-lil— TWIST!     Forward— TWIST  1     I'OSITTON! 

Hips— FIR:\r  !    Left  leg  sideways— RAISE  ! 
Cut  step  sideward,  in  this  rhythm,  1,  2,  1,  2 — GO  ! 
Class- HALT  !    1,  2,  3.    POSITION  ! 

Hips  firm  and  with  a  deep  breath,  chest — RAISE!    SINK! 

Lesson  II.  20  Minutes.  Daily — 2nd  Week. 

Class— ATTENTION  !     Left  foot  forward— PLACE  !     Foot— REPLACE  ! 

Right  foot  forward— PL  ACE  !    Foot— REPLACE  !    Arms— RAISE  !  SINK ! 
Heels— RAISE  !     SINK !     POSITION  ! 

Head— FIR:\I  !     Trunk  to  the  left— TWIST  !     Forward— TWIST  ! 

Trunk  to  the  right— TWIST  !     Forward— TWIST  !     POSITION! 

Arms  sideward,  u})ward,  backward  and  downward — STRETCH! 

Hips— FIRM  !     Left  knee  upward- BEND  !     Knee  sideways— :M0VE  ! 
Forward— :\IOVE !     Repeat  to  the  right.     POSITION! 

Head— FIRM!     Left  foot  baekward—FALL  OUT!     Foot— REPLACE  ! 
Right  backward— FALL  OUT  I     POSITION  ! 

Hips— FIRM !     Feet— CLOSE  !     Left  leg  forward— RAISE  ! 

Forward  cut  step— GO !    1,  2,  1,  2,  etc.     Class— HALT !    1,2,3.    POSITION! 

Arms  sideward  raise  and — INHALE  !     Arms  sink  and — EXHALE  ! 

Lesson  III.  20  Minutes.  Daily— 3rd  Week. 

Class— ATTENTION  !  Right  hip  and  left  neck— FIRM  !  CHANGE!  POSI- 
TION! Right— FACE!  Left— FACE  !  Feet— CLOSE  !  Feet— OPEN  ! 
Left  forward— FALL  OUT  !  POSITION  !  Right  backward— FALL  OUT ! 
POSITION ! 

Hips  firm  and  left  foot  forward— FALL  OUT !     Heels— RAISE ! 

Knees— BEND!     Knee.s— STRETCH  !     Heels- SINK!     POSITION! 
Repeat  to  the  right.    POSITION  I 

Left  arm  upward  and  right  arm  downward— STRETCH!  Arms— CHANGE ! 
Arms  sideward— STRETCH  !     POSITION ! 

Arms  half  sideward— BEND  !     Left  leg  sideward— RAISE ! 

Foot  doAvnward— PLACE  !     Repeat  with  the  right.     POSITION ! 

Hips  firm  and  left  foot  outward— FALL  OUT  !  Feet  change— 1 !  2  !  POSITION  ! 

Arms  upAvard  stretch  and  feet  sideward — PLACE !  Trunk  lift  and  to  the 
left— BEND!  RAISE!  BEND!  RAISE!  Truidc  lift  and  to  the  right— 
BEND!    RAISE!     BEND!     RAISE!     POSITION! 


108  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIR:\r  !    Left  leg  sideways— RAISE  !     Hop  on  the  right  foot— 1 !    2  ! 
Change  and  liop  on  the  left— 1 !  2  !     Alternating.    POSITION  ! 

Arms  sideward  raise  and  a  deep  breath-  1 1     Arms  lower  and  exhale — 2! 

Lesson  IV.  20  Minutes.  Daily— 4th  Week. 

Class— ATTENTION  !     Right— DRESS!     FRONT!     Right  about- FACE  ! 
Left  about— FACE  !     Toes— RAISE  !     SINK  !     Hips— FIR:\I  ! 
Trunk  forAvard— BEND  !    RAISE  !     POSITION  ! 

Arms  upAvard  streteh  and  feet  sideways — PLACE!  Trunk  forward — REND  I 
RAISE!     BEND!     RAISE!     POSITION! 

Left  arm  sideward  and  right  arm  upward— STRETCH !  Arms— CHANGE  I 
1 !    2  !     Both  arms  upward  and  sideward— STRETCH  !     POSITION  ! 

Arms  and  left  leg  sideward — RAISE !  Arms  and  legs  lower  and — CHANGE  I 
POSITION ! 

Trunk  forward — BEND  I     Arms  forward — RAISE  !     Turning  palms  up — arms 
sideways— FLING  !     Forward— FLING  !     1,2—1.2—1.2. 
Trunk— RAISE  !     Palms— FACE  !     POSITION ! 

Arms  sideward  streteh  and  left  foot  outward — PLACE  !  Trunk  to  the  left — 
BEND!  RAISE!  BEND!  RAISE!  Feet— CHANGE !  Trunk  to  the 
right— BEND  !    RAISE  !    BEND  !    RAISE  !    Hands  and  foot— POSITION  ! 

Hips— FIRM  !    Feet  astride— JUMP !    Heels— RAISE  ! 

Spring  jump,  ready— GO !    1,  2.  1.  2,  etc.    Class— HALT  !    1,  2,  3.    POSITION  ! 

Arms  circle  overhead  and  inhale^l !     Lower  and  exhale — 2! 

Lesson  V.  20  Minutes.  Daily — 5th  Week. 

Class— ATTENTION  !     Arms— RAISE  !     SINK!     Trunk  forward— BEND  ! 
RAISE !    Feet  close  and  arms  upward — FLING !    Feet  open  and 
arms— SINK!     Left  leg  backward— PLACE  !     Foot— REPLACE  I 
Right  leg  sideward— RAISE  !     SINK  !     POSITION  ! 

Arms  sideways  raise  and  feet  astride — JU^IP  !     Heels — RAISE  ! 

Knees— deep— BEND  !     Knees— STRETCH  !     Heels— SINK!     POSITION! 

Left  arm  upward  and  right  arm  backward— STRETCH!  Arms— CHANGE! 
Arms  sideward— STRETCH  !  etc.     POSITION  ! 

Hips— FIRM  !    Left  knee  upward— BEND  !     Knee  sideward— MOVE  ! 
Forward— MOVE !     1.2—1,2—1,2-1,2.    POSITION. 
Repeat  witli  the  right.     IM^STTION! 

Head  firm  and  feet- CLOSE !    Left  backward— FALL  OUT! 

Foot— REPLACE !     1,  2—1,  2.  etc.     Repeat  with  the  right.     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  109 

Hips— FIRM!    With  a  deep  breath  head  backward— Pl'LL  ! 

Head  to— POSITION  !     Repeat,  eouutin-  1.  2.  etc.     POSITION! 

Cut  step  sid(>ward.    (See  Lesson  1.) 

Hips— FIR:\[  !     Deep  breathing  slowly— 1 !    2  !     POSITION  ! 

Lesson  VI.  20  Minutes.  Daily— 6th  Week. 

Class— ATTENTION  !     Left  foot  forward— RAISE  !     Foot— REPLACE  ! 
Right  foot  forward— RAISE!     Foot— REPLACE !     Hips  firm  and 
feet— CLOSE  !    Hands  and  feet— POSITION  ! 
Left— FACE!     Right— DRESS!     FRONT!     Right— FACE! 

Hips— FIRM !    Head  to  the  left— BEND  !   RAISE  ! 
To  the  right— BEND!     RAISE!     POSITION! 

Hands  on  desks — PLACE  !     Feet  backward,  toes  touching  floor — PLACE  ! 

Arms— BEND!    RAISE!    BEND!    RAISE!    Hands  and  feet— POSITION ! 

Arms  sideward  and  left  leg  forward— RAISE  !     SINK!     RAISE!     SINK! 
Repeat  right.     POSITION! 

Arms  forward  and  upward — FLING!     Sh)wly,  half  sideways — BEND! 
Arm  rotation— 1 !    2  !    POSITION  ! 

Hips  firm  and  left  foot  outward— PLACE  !     Triudc  lift  and  to  tlie  left— BEND ! 
RAISE  !     Trunk  lift  and  to  the  right— BEND  !     RAISE  !     POSITION  ! 

Spring  jump.     (See  Lesson  IV.) 

Arms  sideways  raise,  lieeln  raise,  inhale — slowly — 1 ! 
Arms  and  heels  sink  as  slowly  exhale — 2 ! 

Lesson  VII.  20  Minutes.  Daily— 7th  Week. 

Class— ATTENTION  !     Feet— CLOSE  !     Feet— OPEN  !     Heels— RAISE  ! 
Heels— SINK!     Arms  forward— BEND  !     Sideward— FLING  ! 
Toes— RAISE!    SINK!    POSITION! 

Feet— CLOSE  !     Anus  forward  and  ui)ward  raise  as  trunk  to  the  left— TWIST  I 
Arms  sideward  and  downward  sinic  as  trunk  fcu'ward — TWIST! 
Repeat  to  the  right.     POSITION ! 

Heels — RAISE!     Knees  deep — BP^ND  !     Ai'ms  upward  and  sideward — 

STRETCH!     1,  2.  :i  -t— 1,  2.  :J,  4.     Knees— STRETCH!    Heels— SINK! 

IIip.s_FIRM!     Left  leg  backward— RAISE  !     Foot— REPLACE  ! 
1,  2—1,  2—1,  2—1,  2.    Repeat  with  the  right.    POSITION! 

Ilips—FIRM  !     Left  forward— FALL  OUT  !     POSITION  ! 

1,  2—1,  2—1.  2—1,  2.    Right  forward— FALL  OUT!     POSITION! 
1,  2—1,  2—1,  2—1,  2.    POSITION ! 


110  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIR]\I !  Feet  sideways— PLACE  !  Trunk  lift  and  to  the  left— BEND  ! 
RAISE  !  Trunk  forward— BEND  !  RAISE  !  Trnnk  lift  and  to  the  right— 
BEND  !     RAISE  !     Hands  and  feet,  quickly- POSITION  ! 

Spring-  jump.     (See  Lesson  IV.) 

Arms  sideways  raise  and— INHALE !  Arms  sink  and — EXHALE ! 

Lesson  VIII.  20  Minutes.  Daily— 8th  Week. 

Class— ATTENTION  !    Head— FIRM  !    Hips— FIRM  !    CHANGE!    CHANGE! 
Feet— CLOSE  !    Heels— RAISE  !    Left  foot  forward— RAISE  !     Sink  ! 
Right  foot  backward— RAISE  !     POSITION  ! 

Arms  upward  bend  and  left  foot  sideways — PLACE !  AVith  palms  up,  arms 
sideward  stretch  and  heels — RAISE !  Arms  upward  raise  and  knees — 
BEND  !  Arms  sink  and  knees— STRETCH  !  Arms  bend  and  heels— SINK ! 
Hands  and  foot— POSITION  !     Repeat  to  the  right.     POSITION ! 

Arms  forward — BEND  ! 

Deep  breathing  and  slow  arm  flinging  sideways — FLING! 
BEND  !    1 !   2  !  etc.    POSITION  ! 

Arms  sideways— RAISE  !    Hands— TURN  !     Arms  half  sideAvays— BEND  ! 
Sideways— FLING !     BEND  !     POSITION  ! 

Arms  half  sideways— BEND  !     Heels— RAISE  !     Knees— BEND  ! 

Deep— BEND!    Knees— STRETCH !    Heels— SINK!    POSITION! 

Feet— CLOSE  !  Left  foot  forward— PLACE  !  Trunk  slightly  forward— BEND  ! 
Arms  forward  upward — FLING  !  Arms  forward  downward — FLING  ! 
1,  2—1,  2.    Trunk— RAISE  !  Hands  and  foot— POSITION  !  Repeat  to  right. 

Forward  cut  step.    (See  Lesson  II.) 

Arms  sideward  to  overhead  circle  raise  and — INHALE ! 
Arms  lower  and — EXHALE  ! 

Lesson  IX.  20  Minutes.  Daily— 9th  Week. 

Class— ATTENTION !    Heels— RAISE  !     Heels— SINK !     Left— FACE  ! 

Right— FACE!     Right  about— FACE  !     Left  about— FACE  !     Toes  raise 
and  hips— FIRM!    POSITION!    Arms  quickly,  half  sideways— BEND ! 
POSITION ! 

Hips  firm  and  feet  astride— JUMP !  Trunk  lift  and  to  the  left— BEND  !  RAISE  ! 
Trunk  and  arms  foi-ward— BEND  !     Arms  sideward— FLING  !    BEND! 
FLING!     Trunk  raise  and  hips— FIRM!     Trunk  lift  and  to  tlie  right,  etc. 
POSITION ! 

Arms  sideways— RAISE  !  Half  forward— BEND  !  Arm  rotation— 1!  2!  1!  2!  etc. 
Head— FIR]\r !    POSITION  !  — 


FOR  SCHOOLS  AXD  PLAYGROUNDS  111 

Arms  forward  upward-  FLLXi;  1  Lc-l'l  Ic-  I'orwai-d-  Ix' A  ISK  !  Ivnee— l^ENDI 
Knee— STKETCin    Foot— REPLACE !  Repeal  with  llic  ri-ht.  POSTTTON  ! 

Anns  forwai'd  and  upward  Hiiio,-  and  left  foot  haekward — FALLOUT! 
POSITION!    L  2— L  2.     Repeat  ri-lit.    POSITION! 

Left  hip  tirni.  riuht  arm  forward,  upward  fling  and  left  foot  forward — JMjACE  ! 
Trunk  lift  and  to  the  left— BEND !  RAISE!  POSITION!  Repeat  all 
right.    POSITION! 

Cut  step  sideward.     (See  Lesson  I.) 

Hips— FIRM!     With  a  deep  breath,  chest— RAISE !     SINK!     POSITION! 

Lesson  X.  20  Minutes.  Daily— 10th  Week. 

Class— ATTENTION  !    Hips  firm  and  feet— CLOSE  !    Arms  sideways  raise  and 
left  foot  forward— PLACE  !     REPLACE  !    POSITION  ! 
Arms  forward— BEND  !     FLING !     POSITION  ! 

Hips  firm  and  heeLs — RAISE  !    Quick  running  in  place — GO  ! 
Class— HALT!     1.2,3,4.     POSITION! 

Arms  forward — BEND !  Deep  breathing  and  slow  arm  flinging  sideways — 
FLING!    BEND!    1,2—1,2.    POSITION! 

Arms  sideways  and  upward,  twice  in  each  direction — 
STRETCH  !     1,  2—1,  2—1,  2—1.  2.    POSITION  ! 

Arms  upward— STRETCH!     Feet— CLOSE  !     Left  knee  upward— BEND  ! 
Knee  forward— STRETCH !    Upward— BEND  !    Backward-  S  TRETCII ! 
Upward— BEND  !     POSITION  !    Repeat  with  right  foot. 

Arms  half  sideways — BEND  !     Arm  rotation — 1 !    2  !    1 !    2  !  etc. 
POSITION ! 

Forward  cut  step.     (See  Lesson  II.) 

Hips  firm  and  feet  close,  wnth  a  deep  breath,  chest— RAISE  !  SINK !  RAISE ! 
SINK  !    Hands  and  feet— POSITION  ! 

Lesson  XI.  20  Minutes.  Daily— 11th  Week. 

Class— ATTENTION  !     Right— DRESS  !     FRONT!     Feet— CLOSE  ! 

Trunk  forward— BEND  !    Arms  forward— BEND  !    Ti-unk- RAISE  ! 
Hands  and  feet— POSITION ! 

Hips  firm  and  heels — RAISE!     Quick'  running  in  place — GO! 
Class— HALT!     1.  2.  3.  4.    POSITION! 

Arms  half  sideways — BEND!  Slow  arm  extension  H])wai-d  and  with  a  deep 
breath,  head  backAvard— PULL !    1,  2,  etc.    POSITION! 


112  PHYSICAL  EDUCATION  COMPLETE 

Anus  iii)\vai-d  l.ciul  ;iih1  fVet— CLOSE !     Anns  iii)\vard— STRETCH ! 

Left  knee  upward— BEND  !     Rjuht  heel— RAISE !  SINK!  RAISE!  SINK! 
Quickly— POSITION!     Repeat  to  llie  I'iulit. 

Hips  tinii  and  lieels — RAISE!  High  Icnee  upward  bciidiiiy,  l)e<iiiiiiiii<4  witli  tlie 
left— (iO!    Class— HALT!    1,2,3.    POSITION! 

Arms  sideways  fling  and  to  the  left— LUNGE !    Arms  and  foot— POSITION  ! 
Same  to  the  right.    POSITION ! 

Spring  .jum]).     (See  Lesson  IV.) 

Arms  sideways  raise  to  circle  overhead  and  inhale  slowly. 
Arms  sink  and  exhale  slowly.  1,  2 — 1.  2. 

Lesson  XII.  20  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !     Hips  firm  and  left  leg  forward— RAISE  !     POSITION  ! 
Right  foot  backward— FALL  OUT!     POSITION!     In  place— REST! 
POSITION!     Head— FIR:\I!     Hips— FIR:\I  !     CHANGE!     CHANGE! 
POSITION ! 

Head— FIR:\[  !     Trunk  to  the  left— TWIST  !    Forward— TWIST  ! 
Trunk  to  the  right— TWIST  !    Forward— TWIST  !     POSITION  ! 

Hands  on  desks — PLACE!     Legs  backward,  with  toes  on  floor — PLACE! 
Arms— BEND!     STRETCH!     BEND!     STRETCH!     POSITION! 

Ai'ms  sideways  and  toes — RAISE!     Arms  and  toes — SINK! 

Arms  half  forward— BEND!     Arm  rotation— 1 !    2!    etc.     POSITION! 

Arms  upwai'd — BEND!  Arms  upward  stretch  and  trunk  to  the  left — BEND! 
RAISE!    BEND!    RAISE!    POSITION! 

Foi'wai'd  cut  step.     (See  Lesson  II.) 

Arms  sideways  raise  and — INHALE  ! 
Anns  sink  and— EXHALE  ! 

Lesson  XIII.  20  Minutes.  Daily— 13th  Week. 

Class— ATTENTION  !     Mark  time— MARK!     Class— HALT  !     L  2. 

Left— t^ACE!     Right— DRESS  !     FRONT!     Riglit--KA( 'K  !     LH't  about 
—FACE!    Right  about— FACE!    POSITION! 

Anus  sideways  raise  and  trunk  to  the  left— TWIST!  Trunk  loi-ward— TWIST ! 
1,  2—1,  2—1.  2.  Trunk  to  the  right— TWIST!  Trunk  forward— TWIST ! 
1,  2—1,  2—1,  2.     POSITION. 

Arms  up\vard,  side\vai-d.  downward.  Ijackward.  twice  in  eacli  dirt'ction — 
STRETCH ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  113 

Hips— FIK:\[!     Left  log  l)a('kwartl  stivtcli  and  ri-lil    kiioe— BEND! 

Knee— STHF/rCTi:     ISKNDI     STHHTCII:     POSITION !     Repeat  with  the 
right,     position: 

Arms  Im  If  sideways— BEND!     Ann  rotation— 1 !    2  !  etc.     POSITION! 

Arms   upward  streteli   and   left    J'oot   outward — PLACE!     Trunk    to   the   left — 
TAVIST!     Trunk  forward  and  to  the  right— TWIST !     1,  2—1,  2. 
P\)rwai-d— TWIST!     Eeet— CHANGE  !     Trunk  to  1  he  right— TWIST  ! 
Trunk  forwaid  and  to  the  left- TWIST  !     1,  2— L  2.     Forward— TWIST  ! 
position  ! 

Spring  jump.     (See  Lesson  IV.) 

Hips  tirm  aiul  with  a  deep  breath,  ehest— RAISE !     SINK!    POSITION! 

Lesson  XIV.  20  Minutes.  Daily— 14th  V/eek. 

Class— ATTENTION  !     Left— FACE !     Two  stops  to  the  right— MARCH! 
Left  face  and  two  steps  forward— :\IARCH !     Right  about— FACE  ! 
Feet— CLOSE!    Feet— OPEN  !    POSITION! 

Arms  forward  and  upward  tiing  and  left  foot  forward — PLACE  ! 
Head  backward— PULL  !    Head  to— POSITION  !    1,  2,  etc. 
Arms  and  feet— CHANGE  !    etc.     POSITION  ! 

Heels— RAISE!     Knees— deep— BEND  !      Arms   sideward— STRETCH! 
1,  2—1,  2.     Knees— STRETCH  !     Heels  sink  and— POSITION  ! 

Hips— FIR^M  !     Left  leg  backward— RAISE  !     Right  knee— BEND  ! 
Knee  stretch  and  left  leg— POSITION !     Repeat  right. 

Hips— FIRAl!     Left  forward— FALL  OUT!    POSITION!     1,  2—1,  2—1,  2. 
Right  forward— FALL  OUT  !    POSITION !    1,  2—1,  2—1,  2. 
POSITION ! 

Arms  sideways  tiing  and  to  the  left — LUNGE ! 

Arms  and  feet— CHANGE  !    1,  2.    Arms  and  feet— CHANGE  !     1,  2. 
POSITION. 

Forward  cut  step.     (See  Lesson  II.) 

Arms  sideways  raise,  heels  raise  and — INHALE ! 
Arms  and  heels  sink  and — EXHALE ! 


Lesson  XV.  20  Minutes.  Daily— 15th  Week. 

Class— ATTENTION !     Arms  forward,  upward  and   heels— RAISE  ! 
Arms  and  heels— SINK !    Heels— RAISE  !     Knees— BEND  ! 
Knees— STRETCH  !     Heels— SINK!     Right  head  and  left  hip— FIRM! 
CHANGE !     POSITION ! 


114  PHYSICAL  EDUCATION  COMPLETE 

Arms  upward— STRETCH !     Heels— RAISE!     Knees— BEND  ! 
Arms  half  sink — 1 !    Arms  upward  raise — 2  !     1,  2. 
Knees— STRETCH  !     Heels— SINK !     POSITION  ! 

Arms  half  sideways  bend  and  feet— CLOSE !    Left  foot  forward— PLACE ! 
Slow  arm  stretching  upward,  with  backward  pulling  of  head  and  deep 
breathing,  1,  2—1,  2.    POSITION ! 

Arms  upward— STRETCH !     Feet— CLOSE  !     Left  knee  upward— BEND! 
Right  heel— RAISE  !     SINK !     RAISE  !     SINK !     POSITION  ! 
Same  with  the  right. 

Feet— CLOSE  !     Left  foot  forward— PLACE  ! 

Trunk  slightly  forward — BEND!     Arms  forward,  upward — FLING! 
Arms  forward,  downward— SINK !     Count  1.  2.     Trunk— RAISE  ! 
Hands  and  foot— POSITION !     Repeat  right. 

Hips  firm  and  heels — RAISE  !    High  knee  upward  bending — GO  ! 
Class— HALT!     1,2,3.    POSITION! 

Head  firm  and  with  a  deep  breath,  chest- RAISE !     SINK! 


Lesson  XVI.  20  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !    Hips— FIRM  !    Head— FIRM  !     CHANGE!    CHANGE! 
POSITION  !     Arms  forward— BEND  !     Arms  half  sideways— BEND  ! 
Left— FACE!    Right— FACE  !    Heels— RAISE  !     SINK!    POSITION! 

Left  forw^ard^FALL  OUT!    Arms  forward,  sideward,  upward  and  downward, 
twice  in  each  direction— STRETCH!    POSITION! 

Hands  on  desks— PLACE  !     Legs  backward— PLACE  !     Arms— BEND  ! 
STRETCH!    BEND!     STRETCH!    POSITION! 

Hips— FIRM  !     Right  leg  backward— RAISE  !     Left  knee— BEND  ! 
Knee— STRETCH  !    POSITION !    Repeat  with  right. 

Arms  sideward  stretch  and  feet  sideward — PLACE  !     Trunk  forward — BEND  ! 
Arms  half  forward — BEND  !     Arm  rotation — 1 !    2  ! 
Trunk— RAISE!     Hands  and  feet,  quickly— POSITION ! 

Left— FACE!  Hips  firm  and  left  foot  outward— FALL  OUT! 
Trunk  lift  and  to  the  left— BEND  !  RAISE!  POSITION! 
Repeat  to  the  right.     Right— FACE !    POSITION! 

Spring  jimip.     (See  Lesson  IV.) 

Arms  slowly  sidewa.ys,  upward  raise  and — INHALE! 
Arms  sink  and— EXHALE  ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  115 

Lesson  XVII.  20  Minutes.  Daily— 17th  Week. 

Class— ATTENTION  !     Feet  close  and  hips— FIRM  !     Heels— RAISE  ! 

Knees— BEND!     Knees— STRETCH  !     Heels— SINK!     Hands  and  feet— 
POSITION ! 

Arms  upward  stretch  and  fret  sideways— PLACE  !  Ti-unk  to  the  left— TWIST  I 
Forward— TWIST !  1,  2—1,  2.     Trunk  to  the  right— TWIST ! 
Forward— TWIST !  1.  2—1,  2.     POSITION! 

Arms  forward  bend  and  feet— CLOSE !     Left  foot  forward— PLACE ! 

Slow  arm  flinging'  sideways,  deep  breathing  and  chest  raising — 1,  2 — 1,  2. 
Feet— CHANGE!     Repeat  to  the  right.     POSITION! 

Arms  sideways— STRETCH  !     Arms  upward— STRETCH  ! 

Repeat  arms  upward— STRETCH  !     Arms  sideward— STRETCH !  etc. 
POSITION ! 

Arms  sideways  raise  and  feet — CLOSE  ! 

Left  knee  upward— BEND  !     Right  heel— RAISE  !     SINK !    1,  2—1,  2. 
Right  heel— SINK!     Repeat  to  the  right.     POSITION! 

Arms  forward  and  upward  fling  and  heels — RAISE ! 
Heels— SINK!     RAISE!     SINK!     POSITION! 

Forward  cut  step.     (See  Lesson  II.)  ' 

Head  backward  pull  and  slowly  inhale — 1 ! 
Head  to  position  and  exhale — 2! 


Lesson  XVIII.  20  Minutes.  Daily— 18th  Week, 

Hips  firm  and  feet— CLOSE  !     Left  foot  forward— PLACE  ! 

Heels— RAISE!     Knees— BEND  !     Knees— STRETCH!     Heels— SINK! 
Hips  firm  and  feet— CHANGE  !     Repeat  right.     POSITION  ! 

Head  firm  and  left  foot  sideways — PLACE ! 
Arms  sideways  fling  and  heels — RAISE ! 
Arms  upward  raise  and  knees — BEND  ! 
Arms  sink  and  knees— STRETCH ! 

Arms  bend  and  heels- SINK!     Hands  and  foot— POSITION ! 
Repeat  right. 

Arms  forward  bend  and  feet— CLOSE !  Left  foot  forward— PLACE ! 
Slow  arm  flinging  sideways,  deep  breathing  and  chest  raising,  1,  2. 
Feet— CHANGE! 

Arms   sideways— STRETCH!      Arms  upward— STRETCH  ! 

Repeat  arms  upward— STRETCH !     Arms  sideward— STRETCH !  etc. 
POSITION !  ' 


116  PHYSICAL  EDUCATION  COMPLETE 

Arms  forward  and  iijiward  iiing,  right  leg  backward  raise  and  left  heel — 
RAISE!  Heel— SINK!  Foot— REPLACE !  POSITION!  Repeat  right. 
All  very  slowly. 

Hips — FIRM!     High  knee  upward  bending,  beginning  with  the  left — GO! 
Class— HALT  !     POSITION ! 

Arms  overhead  circle  and  inhale — 1 !     Sink  and  exhale — 2  ! 


Lesson  XIX.  20  Minutes.  Daily— 19th  Week. 

Class— ATTENTION !      Feet    close    and   hips— FIRM!      Left    foot   forward— 
RAISE!     Knee— BEND!     Knee— STRETCH  !     Foot— REPLACE  ! 
Right  foot  backward— PLACE  !     Toes— RAISE  !     SINK!     POSITION! 

Arms  sideways  raise  and  left  foot  forward — PLACE ! 

Arms  forward— BEND !     FLING!     BEND!    FLING! 
Arms  bend,  fling  and  feet— change— 1 !    2  !     POSITION  ! 

Arms  forward  and  upward  and  left  leg  backward — RAISE ! 

Right  heel— RAISE !     SINK!     RAISE!     SINK!     POSITION! 

Arms  forward— BEND  !    Feet— CLOSE  ! 

Left  heel  raise  and  right  leg  backward— STRETCH ! 
Left  heel  sink  and  right  leg  downward — PLACE  ! 
Repeat  right.    POSITION ! 

Hips— FIR:\I  !     High  knee  upward  bending— GO!     Class— HALT !     1,  2. 
POSITION ! 

Arms  sidewaj's  fling  and  to  the  left  side — LUNGE! 
Trunk  lift  and  to  the  left— BEND !     RAISE! 
Arms  fling  and  feet— CHANGE !  1,  2.     Repeat  right.     POSITION  ! 

Spring  jum}).     (See  Lesson  IV.) 

Arms  sideways  raise  and  heels  raise  as  inhale — 1 ! 
Arms  lower  and  exhale — 2  ! 


Lesson  XX.  20  Minutes.  Daily— 20th  Week. 

Class— ATTENTION !    Right  hip  and  loft  head— FIRM! 

CHANGE!     Feet— CLOSE!     OPEN!     Feet  sideways— PLACE !  1,  2. 
POSITION  !    Arms  forward  bend  and  feet  astride— JUMP ! 
Hands  and  feet,  quickly— POSITION ! 

Head  firm  and  feet— CliOSE  !    Left  foot  forward— PLACE ! 
Chest— RAISE!    SINK!    RAISE!    SINK! 

Head  firm  and  feet — CHANGE !    Repeat  right.    Hands  and  feet — 
POSITION ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  117 

Arms  upward — BEND!  Left  arm  sideways  and  right  arm  upward,  palm  up — 
STRETCH!  1,2—1.2.  Class— HALT!  1,2.  Left  arm  upward  and  right 
arm  sideways— STRETCH  !    1,  2—1,  2.    Class— HALT  !    1.  2.    POSITION  ! 

Hips  lirm  and  feet— CLOSE !     Left  leg  sideways— RAISE  ! 

Right  heel— RAISE !     SINK!     RAISE!     SINK!    Hands  and  foot— 
POSITION  !    Repeat  right.     POSITION  ! 

flips— FIRM!     High  knee  upward  bending— GO!     Class— HALT  !     1,2. 
POSITION ! 

Hips— FIRM  !    Leg  flinging  sideways  .slowly- GO  !     Class— HALT  !     1,  2. 

Hips — FIRM !     Give  forward  cut  step  from  right  leg  forward — RAISE ! 

Arms  sideways  raise,  heels  raise  and  with  a  deep  breath — INHALE ! 
Arms  and  heels  low^er  and — EXHALE  ! 


CHAPTER  V. 


Games  for  All  Grades  for  the  School  Room  and  Playground 


GAMES  FOR  GRADE  I. 


Hide  the  Thimble 
Bean  Bag  Board  Game 
Froggie  in  the  Puddle 
String  Jump 
Simple  Relay  Eace 
Drop  the  Handkerchief 
Black  Board  Relay  Race  No. 
Rabbits  in  the  Hollows 
Fox  and  Ducks 
The  Jolly  Miller 
Teacher  and  Class 
Squirrel  and  Nut 


Bean  Bag  or  Ball  Plays 

1.  Bean  Bag  Overhead — Pass 

2.  Toss  and  Catch 

3.  Bean  Bag  Six. 

4.  Bean  Bag  Left  and  Right. 

5.  Bean  Bag  Overhead — Drop. 

6.  Waste  Basket  Toss. 

7.  Ring  Toss 

8.  Circle  Bean  Bag  Toss  No.  1 

9.  Bean  Bag  Relay  Race. 
10.  Bean  Bag  Double  Ring 

The  Lost  Child 

"Good  Morning!" 

"On  Mv  Wav  to  School" 


GAMES  FOR  GRADE  II. 


Hide  the  Thimble 

Bean  Bag  Board  Game 

String  Jump 

Drop  the  Handkerchief 

Black  Board  Relay  Race  No.  1 

Rabbits  in  the  Hollows 

Pox  and  Ducks 

The  Jolly  Miller 

Squirrel  and  Nut 

Huckle,  Buckle,  Beanstalk 


Touch 

The   Lost   Child 
Changing  Seats 
Tick,  Tack,  Tow 
Simon  Says 
Teacher  and  Class 
"Good  Morning!" 
"On  My  AVay  to  School" 
Bean  Bag  or  Ball   Plays    (As  listed 
for  Grade  I.) 


GAMES  FOR  GRADE  III. 


Black  Board  Relay  Race  No.  2 

Occupation 

Simon  Sa3's 

Follow  the  Leader 

Pussy  Wants  a  Corner 

Hopping  Relay  Race  No.  1  or 

Circle  Bean  Bag  Toss  No.  2 


Cat  and  Mice 
Crossing  the  Brook 
Pom,  Pom,  Pull-Away 
Number  Call 
Chase  Ball 
Volley  Ball  Zig-Zag 
"I  Say  Stoop!" 


120 


PHYSICAL  EDUCATION  COMPLETE 


GAMES  FOR  GRADE  IV. 


Volley  Ball  Zig-Zag  No.  1 

"Good  ]\Iorning!" 

Cross  Tag 

Hurdle  Race 

Basket  Bean  Bag  Toss 

Colors 

Carry  Relay 

Dodge  Ball  No.  1 

Dodge  Ball  No.  2 

Wood  Tag 

New  York 


Circle  Tag 

Horns 

Volley  Ball  Seal  Belay  Race 

"I  Say— Stoop!" 

Hopping  Relay  Race  No.  1  or  2 

Simon  Says 

Pom,  Pom,  Pull-Away 

Occupation 

Follow  the  Leader 

Black  Board  Relay  Race 

Playground  Base  Ball 


GAMES  FOR  GRADE  V. 


"Beast,  Bird  or  Fish!"' 

"Crackabout!" 

Flying  Dutchman 

Hustle 

Bob 

Astride  Ball  Pass  or  Rugby  Pass 

(Companion  to  Bob) 
"Good  Morning!" 
Dodge  Ball  No.  1 
Dodge  Ball  No.  2 
Wood  Tag 

Playground  Base  Ball 
Hurdle  Race 


Fish  Net 

Flag  Relay 

Goal  Throwing  Relay  No.  1  or  2 

Pom,  Pom,  Pull-Away 

Colors,  Birds  or  Animals 

Keep  Away  (or  Take  Away) 

German  Bat  Ball 

Horns 

Volley  Ball  Seat  Relay  Races 

Schoolroom  Base  Ball 

Hopping  Relay  Race  No.  1  or  2 

Cross  Tag 


GAMES  FOR  GRAMMAR  GRADES. 


Zip 

Three  Deep 

"Beast,  Bird  or  Fish!" 

"Crackabout!" 

Hustle 

Bob 

Astride  Ball  Pass  or  Rugby  Pass 

Japanese  Tag 

Dodge  Ball  No.  2 

Fish  Net 

Last  Couple  Out 

Flag  Relay 

Tug  of  War 

Potato  Race 

Cross  Tag 


Goal  Throwing  Relay  No.  1 

Goal  Throwing  Relay  No.  2 

Volley  Ball  Zig-Zag  No.  2 

Rooster  Fight 

Colors,  Birds  or  Animals 

Catch  Slap 

Hustle  Away  Tag 

Keep  Away  or  Take  Away 

Soccer  Foot  Ball 

(Basket  Ball)    . 

Volley  Ball 

Captain  ]5all 

German  Bat  Ball 

Playground  Base  Ball 

Tciuiis 


FOR  SCHOOLS  A.\U  PLAYGROUNDS  121 

GAMES  FOR  THE  SCHOOLROOM  AND  PLAYGROUND  FOR  ALL  GRADES. 

Oivo  lioys  and  uirls  liajijiy.  clean,  wholesome  play  and  jjlenty  of  it  if  you 
Avould  have  them  learn  the  h-ssons  of  honesty  and  straightforwardness  and 
help  them  to  become  strong  and  vigorous  men  and  women. 

RULES  FOR  TEACHING  A  GAME. 

1st.  Explain  your  game  tliort)ughly  to  the  children  before  any  attempt  is 
made  by  the  class  to  play  it. 

2nd.  It  is  often  a  great  help  to  use  the  blackboard  to  illustrate  the  various 
points  of  the  game,  or  to  use  a  few  of  the  children  to  illustrate  positions, 
situations,  etc. 

3rd.  It  is  very  unwise  to  attiunpt  to  play  and  teach  a  game  at  the  same  time, 
particularly  where  a  large  number  of  children  are  participating. 

4th.  Be  sure  to  have  all  points  of  the  game  clear  before  beginning'  to  i)lay. 
providing  the  game  is  one  of  the  simpler  kind.  It  is  sometimes  neces- 
sary, in  the  more  difficult  games,  to  explain  one  portion  of  it,  then  have 
the  chijdren  play  that  part.  Explain  another  portion,  play  it,  etc., 
finally  gathering  uj)  all  sections,  play  the  entire  game. 

5th.  If  there  are  a  large  number  of  children  wishing  to  play  the  same  game, 
unless  it  is  one  involving  activity  for  many  at  the  same  time,  it  is  better 
to  form  the  children  in  several  groups,  explain  the  game  to  all,  using 
one  group  to  demonstrate  for  the  rest  and  then  let  all  play. 

GAMES  FOR  GRADES  I— VIII. 

HIDE  THE  THIMBLE.     (Schoolroom.) 

One  child  is  selected  to  hide  the  thimble. 

AU  the  children  in  the  room  with  the  exception  of  the  one  who  is  to  hide 
the  thimble,  go  to  the  back  of  the  room  and  stand  with  their  faces  to  the  win- 
dows, so  they  may  not  see  the  movements  of  the  one  who  has  the  thimble.  The 
thimble  is  then  hidden  in  some  snug  little  corner,  the  children  all  called  to 
limit  for  it  and  the  excitement  begins.  Little  hints  as  to  whether  or  not  any- 
one is  close  to  the  thimble  may  be  given  by  saying,  "You  are  getting  warmer," 
if  near  it,  or  "You  are  getting  colder,"  if  not  close,  or  by  loud  or  quiet  clap- 
ping, etc.  The  child  who  discovers  the  thimble  has  the  chance  then  to  hide  it, 
while  the  others  take  positions  as  before. 

BE  AX  BAG  BOARD   GAME.      (Schoolroom.) 

Apparatus — Bean  Bag  Board  and  four  Bean  Bags. 

Board  is  placed  against  the  wall  and  a  line  drawn  on  the  floor  about  ten 
feet  distant  for  the  children  to  "toe." 

The  children  stand  in  line,  the  first  one  taking  the  four  bean  bags  in  his 
hands  and,  one  by  one,  tossing  them  at  the  board,  tr.ving  to  get  them  to  fall 
tlii'ough  either  of  the  two  holes  in  the  board.     The  larger  hole  in  the  board  is 


z 

u 

H 

OS 
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o 
a: 

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2 

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< 
o 

q:: 
o 
o 

Q 
O 


FOR  SCHOOLS  AND  PLAYGROUNDS  123 

miiuberod  10  aiul  the  sinallcr  one  5.  A  bean  l)ag  put  tlirough  either  hole, 
counts  just  that  much  on  llie  thrower's  score.  The  teacher  writes  the  child's 
name  on  the  blackboard  and  the  score  Ojjiiosite  his  name.  Number  two  steps 
up  and  has  four  tosses.  His  name  and  score  are  written  on  the  board  and  so 
the  game  is  cai'iied  on.  the  diild  having  made  tlie  highest  score  is  declared 
the   winnci'. 

FROGGIE  IX  THE  PUDDLE.     (Schoolroom  oi-  Playground.) 

Children  form  a  circle  ai'ound  the  "Frog"  in  the  i)uddle. 
The  children  join  hands,  and  d.ince  or  skip  around  Ihe  chibl  who  is  in  the 
center,  representing  the  frog.     As  they  skij)  around  they  say  the  little  rhynu^ : 

"Froggie  in  the  puddle, 
Can't  get  out : 
Take  a  little  stick 
And  poke  him  (Uit." 

"Froggie"  has  to  stay  within  a  small  ring  which  has  been  drawn  around 
him,  and  as  the  children  tease  him  and  make  dashes  at  him,  going  as  close  as 
they  dare  without  being  tagged,  he  attempts  to  touch  one,  but  he  must  be  very 
careful  not  to  get  outside  of  his  ring.  If  he  succeeds  in  tagging  a  child,  that 
one  becomes  "Froggie"  and  the  first  one  joins  the  circle. 

STRING  JUMP.      (Schoolroom  or  Playground.) 

Two  children  hold  ends  of  a  piece  of  string  about  6  feet  long. 

Children  form  in  a  line  for  jumping. 

The  leader  of  the  line  takes  a  few  light,  running  steps  and  vaults  over 
the  string.  (Care  should  be  taken  to  teach  the  children  to  land  properly  on 
the  toes  and  spring  to  the  erect  position.)  Number  two  follows  and  so  on 
until  all  the  children  have  jumped,  when  the  ends  of  the  string  are  held  by 
two  of  the  children  who  have  jumped  the  string,  so  that  all  may  have  a  chance. 
The  children  then  line  up  again,  the  string  is  raised  a  little  higher  and  the 
children  try  again.  Thus  the  game  goes  on  and  those  who  cannot  make  the 
jumps  must  drop  out  and  watdi  the  othei-s.  The  one  Avho  stays  in  the  game 
the  longest  is  the  winner. 

SIMPLE  RELAY  RACE.      (Schoolroom  or  Playground.) 

Children  form  in  I'ows,  each  rn^\  liaving  tlu'  same  number  in  it. 

A  line  is  drawn  for  the  chihlren  in  the  first  row  to  "toe." 

If  played  in  1he  schoolroom,  children  should  raise  their  seats  and  stand 
between  desks. 

At  a  given  signal,  the  children  in  the  first  line  toe  the  mark,  at  "Go!" 
they  run  to  the  front  of  the  room,  touch  the  chalk  tray  and  return,  tagging 
number  two  of  their  respective  lines,  pass  on  to  the  rear  of  the  line  and  take  up 
position,  while  child  nund)er  two  of  each  row,  as  soon  as  tagged,  dashes  across 


124 


PHYSICAL  EDUCATION  COMPLETE 


the  line  and  runs  to. touch  tlie  chalk  tray,  returns  ami  tags  child  nundjer  three, 
etc.  This  graduall}^  brings  the  leaders  to  their  original  positions  in  the  line. 
The  line  wins  whose  leader  first  reaches  that  place. 

DROP  THE  HANDKERCHIEF.     (Schoolroom  or  Playground.) 

Children  form  a  circle,  with  one  ou  the  outside  of  tJie  circle,  who  carries 
a  liandkerchief  in  her  hand. 

The  child  carrying  the  handkerchief  passes  around  the  circle,  sometimes 
walking,  skipping  or  running,  as  she  wishes,  and  when  she  has  reached  some 
child  at  whose  heels  she  wishes  to  drop  the  handkerchief,  she  does  so  as  quietly 
as  possible  and  starts  on  around  the  circle  again,  her  object  being  to  gain  the 
place  which  is  to  be  made  vacant  by  the  child  who  is  to  pick  np  the  handker- 
chief and  give  chase.  The  one  who  reaches  the  vacant  space  last  has  to  take 
the  handkerchief  and  the  game  is  continued.  The  children  forming  the  circle 
are  not  to  turn  around  to  watch  the  child  with  the  handkerchief  as  she  passes 
behind  them. 

BLACKBOARD  RELAY  RACE  NO.  1.     (Schoolroom.) 

Children  sit  at  their  desks,  the  same  number  of  children  in  each  row. 

At  a  given  signal  the  children  occupying  the  front  seats  leave  their  seats 
from  the  left  side,  run  to  the  blackboard,  pick  up  chalk,  nudce  the  figure  1, 
place  chalk  in  the  tray  and  run  to  their  seats.  As  soon  as  seated,  the  children 
in  the  next  seats  behind  repeat  the  action,  etc.  The  roAv  finishing  first,  of 
course,  wins  the  game. 

(Any  mark  may  be  made  on  the  board  which  the  teacher  designates.) 

RABBITS  IX  THE  HOLLOAVS.      (Schoolroom,  if  there  is  room  for  running, 

or  Playground.) 

Children  form  groups  of  threes,  taking  hold  of  hantls,  and  one  to  repre- 
sent a  rabbit  is  in  the  center.  There  are  two  extra  runners,  one  a  rabbit  and 
the  other  a  hound. 

When  the  signal  to  riui  is  given,  the  rabbit  makes  for  a  "hollow""  where 
there  is  already  snuggled  a  little  rabbit.     Rabbit  nvimber  two  works  his  way 


RABBITS  IN  THE  HOLLOWS— SECOND  GRADE 


FOR  SCHOOLS  AND  PLAYGROUNDS  125 

into  tho  hollow  and  the  little  rabbit  that  was  in  the  hollow  must  find  another 
home  at  oiiec.  so  he  runs  to  one  of  the  dlhci'  ni'oups  and  drives  out  the  little 
rabbit  iu  that  hollow,  etc.  Now,  if  the  hound  should  eateh  a  rabbit  before 
safety  is  reached,  by  some  wonderful  magic  the  hound  becomes  a  rabbit  and 
the  rabl)it  that  was  being  chased  becomes  the  hound,  and  the  game  is  con- 
tinnetl.  Every  few  minutes  one  of  the  three  children  forming  the  hollow 
should  be  allowed  to  exchange  jilaces  with  the  r<d)bit  within  that  hollow  in 
order  that  all  may  have  a  chance  to  i-uti. 

FOX  AND  DUCKS.      (Schoolroom  or  Playground.) 

One  child  to  be  the  fox. 

The  rest  are  the  ducks. 

At  on(^  rm\  of  the  Avood  a  den  is  marked  off  for  the  fox  and  at  the  other 
a  dnck  pond. 

The  ducks  stray  from  the  pond  in  search  of  food,  and  if  they  venture  too 
close  to  the  den  of  the  fox  are  liable  to  lie  caught  and  devoured.  The  fox 
watches  his  chance  and  as  the  ducks  apiiroach,  darts  out  and  catches  one  if 
he  possibly  can.  Each  duck  caught  must  join  the  fox  in  his  attempts  to  secure 
the  entire  flock  of  ducks,  and  as  soon  as  the  last  one  is  caught  the  game  is 
ended.    The  first  duck  caught  becomes  the  fox  and  the  game  is  repeated. 

THE  JOLLY  MILLER.      (Schoolroom,  if  a  space  where  there  is  no  furniture 

may  be  had.     Playground.) 

Children  form  a  double  circle,  arms  linked,  and  march  around  to  represent 
a  wheel. 

The  Miller  stands  in  the  center. 
The  circle  moves  around  as  all  say  the  i-hyme  : 
"Jolly  is  the  Miller  who  lives  l)y  the  mill — 
The  mill  goes  round  with  a  right  good  will — ■ 
AVith  one  hand  in  the  hopper  and  the  other  in  the  sack. 
The  right  steps  forward  as  the  left  steps  back." 
AYhen   the   line   "The   right  steps  forward   and   the   left   steps   back"   is 
reached,  the  children  on  the  outside  of  the  circle,  or  the  "rights,"  step  forward, 
and  the  children  on  the  inside  of  the  circle,  or  "lefts,"  take  one  step  to  the 
rear,  each  securing  at  the  same  time,  a  new  partner,  while  it  is  the  business  of 
the  IMiller  to  endeavor  to  obtain  a  jiartner  for  himself  when  the  change  takes 
place.     Should  he  succeed,  the  one  left  without  a  partner  becomes  the  Miller. 

TEACHER  AND  CLASS.      (Schoolroom  or  Playground.) 

One  or  more  Volley  Balls. 

Children  form  a  line  (if  many  of  them,  have  several  lines)  facing  the 
child  who  has  the  ball,  and  who  stands  apart  from  the  others  about  six  feet. 

"When  the  signal  is  given,  the  child  who  has  the  ball  tosses  it  to  child 
number  one,  who  in  turn  tosses  it  back  to  the  leader.     He  tosses  it  to  child 


126  PHYSICAL  EDUCATION  COMPLETE 

number  two,  etc.  If  a  child  misses  the  ball,  he  must  take  his  place  at  the 
foot  of  the  line.  If  the  leader  misses  it  he  has  to  take  the  place  of  the  one  to 
whom  he  last  threw  the  ball,  that  child  becoming  the  leader.  The  object  of 
the  game  is  to  see  how  long  a  leader  is  able  to  keep  his  place. 

SQUIRREL  AND   NUT.     (Schoolroom.) 

An  object  to  represent  a  nut. 

Children  are  at  their  seats,  heads  lowered  un  one  arm,  eyes  closed  as  if 
asleep,  one  hand  held  open  to  receive  the  nnt  from  the  squirrel. 

One  player,  who  represents  a  squirrel  and  who  carries  a  nnt  in  his  or  her 
hand,  runs  ciuickly  nj)  and  down  the  aisles  on  tiptoe  and  drops  the  nut  into 
one  of  the  open  hands.  The  chase  now  begins  and  all  awake  to  see  the  fun. 
for  as  soon  as  the  squirrel  drops  the  nut  he  tries  to  reach  his  nest  (his  own 
seat)  before  the  player  tags  him  who  received  the  nut.  If  caught,  the  player 
who  is  the  squirrel  becomes  the  squirrel  again.  If  the  nest  is  safely  reached 
the  second  player  uoav  becomes  the  squirrel,  and  the  game  proceeds. 

BEAN  BAG  OR  BALL  PLAYS. 
No.  1.     BEAN  BAG  OVERHEAD  PASS.     (Schoolroom  or  Playground.) 

Cliildren  form  in  two  lines,  same  number  in  each  line. 

Two  Bean  Bags  or  Volley  Balls. 

The  children  form  in  two  lines,  one  child  standing  directly  behind  the 
other.  The  twO  front  children  hold  the  bean  bags  or  balls,  and  when  the  signal 
is  given  they  are  passed  cpiickly  overhead  to  the  one  in  the  rear,  and  so  on  until 
the  last  child  in  each  line  is  reached.  As  soon  as  the  last  child  in  a  line  has  the 
bag  or  ball,  he  or  she  runs  with  it  to  the  front  position  of  that  row  of  children 
and  starts  the  bag  or  ball  backward  again.  This  is  repeated  until  the  child 
who  originally  occupied  position  number  one  in  the  line  has  reached  the 
last  place  in  that  line.  The  first  leader  to  reach  this  place  wins  a  point  for 
that  line. 

No.  2.     TOSS  AND  CATCH.      (Schoolroom  or  Playground.) 

Bean  Bags  or  Volley  Balls. 
'  Children  form  in  two  lines. 

The  children  form  two  lines,  lines  facing  each  other.  The  bags  or  balls 
are  tossed  across  the  open  space,  caught  and  tossed  back'. 

No.  :i     P.EAX  BAC   SIX.      (Schoolroom.) 

Six  Bean  Bags  for  each  row  of  children. 

Children  in  seats. 

Each  child  who  occupies  a  fi'ont  scat  has  six  l)(>an  bags.  At  a  given  signal 
the  bags  are  passed  overhead  to  the  children  directly  behind.  These  children 
pass  the  bags  to  the  ones  behiud.  but  are  riot  to  pass  any  bag  luitil  all  six  are 


FOR  SCHOOLS  AND  PLAYGROUNDS  127 

on  each  desk.  "When  the  bags  have  reached  the  last  desks  the  passing  forward 
begins,  and  the  row  wins  whose  player  in  the  front  seat  first  stacks  all  six 
bags  together  on  his  desk. 


No.  4.     BEAN  BAG  LEFT  AND   RIGHT.     (Schoolroom.) 

One  or  more  Bean  Bags  for  each  row. 

Children  in  seats. 

Each  child  who  occupies  a  seat  in  the  extreme  right  row  of  seats  has  one 
or  more  bean  bags.  At  the  signal  the  bags  are  passed  by  the  left  hand  to 
the  child  directly  opposite,  who  passes  the  bags  to  the  child  directly  across 
the  aisle  from  him.  and  so  on  until  the  children  in  the  farther  row  to  the  left 
have  all  received  the  bags.    The  return  passing  is  done  by  the  right  hand. 

Or  the  bags  may  be  given  to  the  children  in  the  front  seats  and  they  pass 
to  the  ones  in  the  rear  by  the  left  hands,  with  the  return  passing  done  by 
the  right  hands.    First  row  to  get  all  the  bags  "home"  wins. 


No.  5.     BEAN  BAG  OVERHEAD  DROP.     (Schoolroom.) 

One  or  more  bags  for  each  row. 

Children  sitting  in  seats. 

Each  child  who  occupies  a  front  seat  has  one  or  more  bean  bags  and  when 
the  signal  is  given  drops  them,  one  by  one,  overhead  to  the  child  behind.  As 
soon  as  the  bags  are  passed  the  child  stands  in  the  aisle,  and  when  the  last 
child  receives  them  he  stands  and  passes  the  bags  forward  by  the  left  or  right 
hand,  as  decided  bj'  the  teacher.     The  row  first  receiving  the  bags  wins. 

No.  6.     AVASTE  BASKET  TOSS.    (Schoolroom  or  Playground.) 

One  or  more  Bean  Bags  and  a  Waste  Basket  or  Circle  made  on  ground. 

Children  in  line. 

Children  stand  at  a  certain  distance  from,  the  basket  or  ring  and  trv  to 
throw  the  bags  into  the  basket  or  circle.  Each  successful  throw  may  be 
counted  five,  and  the  one  receiving  the  highest  score  in  a  certain  number  of 
throws,  wins. 

No.  7.     RING  TOSS.     (Schoolroom  or  Playground.) 

Three  Bean  Bags. 

Children  in  line. 

Three  rings  of  different  sizes  are  marked  on  the  floor  or  ground.  The' 
smallest  is  numbered  fifteen,  the  second  ten  and  the  tliird  five.  Each  child  is 
allowed  three  throws  at  the  circles,  and  a  score  of  his  record  is  kept.  He  is 
allowed  fifteen  points  for  tlirowing  into  the  smallest-circle,  ten  the  next  and 
five  the  largest.  -       "  '*'^'^' 


128  PHYSICAL  EDUCATION  COMPLETE 

Xo.  8.     IIKCLE  BEAN  J5A(i  TOSS  XO.  1.      (Schoolroom  or  Playgrouiul.) 

I)i';m  J^au  or  X'olley  Ball. 
Children  i'onn  a  circle,  one  in  the  center. 

The  ball  is  tossed  from  the  center  to  one  oji  the  players  in  the  circle  and 
back  to  the  center,  etc. 

No.  9.     BEAX  BAG  RELAY  RACE.     (Schoolroom  or  Playground.) 

One  Bean  Bag  for  (=ach  row. 

Children  in  seats,  or  if  on  the  Playground  standing  in  rows. 

A  Circle  marked  oft'  for  each  row. 

At  a  given  signal  the  players  in  the  front  seats  carry  the  bean  bags  to 
the  circles  (each  to  his  own),  place  them  inside  and  return  to  their  seats.  As 
soon  as  seated  the  next  set  of  children  goes  after  the  bags  and  returns,  placing 
the  bags  on  desks.  The  next  set  takes  the  bags  from  the  desks  and  carries 
to  the  circles,  etc.     The  first  row  to  finish  wins  the  game. 

No.   10.     BEAN  BAG  DOUBLE  RING.      (Schoolroom  or  Playground.) 

Three  Bean  Bags  for  each  roAv. 

Children  in  seats,  or  if  on  the  Playground  standing  in  rows. 

Two  circles  marked  off  for  each  row,  circles  for  each  row  about  two  inches 
apai't. 

The  children  in  the  front  row  have  three  bean  bags  each. 

At  the  given  signal  they  run  to  their  own  circles,  place  the  bean  bags 
in  one  of  the  circles  and  return  to  seats.  The  second  players  run  to  the  circles, 
take  the  bean  bags  from  circle  number  one  and  place  in  circle  number  two, 
return  to  seats,  when  the  next  set  continues  the  game.  The  first  row  to  finish 
wins  the  gam.e. 

For  the  Playground  the  children  stand  in  lines  or  rows,  an  even  number 
in  each  row,  and  as  soon  as  a  player  completes  the  run  to  the  circle  and  back 
to  his  place  he  steps  away  from  the  row  to  allow  the  player  behind  a  free 
chance.  A  line  should  be  marked  on  the  ground  in  front  of  the  leaders  of 
the  rows  and  each  child  before  retiring  should  cross  that  line  to  his  original 
position. 

THE  LOST  CHILD.     (Schoolroom.) 

One  of  the  ehildi'en  stands  in  one  corner  of  the  room,  face  to  the  wall, 
eyes  hidden.  The  teacher  sends  one  of  the  other  children  out  of  the  room, 
when  the  first  player  is  asked  to  face  about  and  tell  who  is  missing  from  the 
group.    If  successful  he  tries  again,  otherwise  another  child  is  selected. 

The  game  may  be  made  more  difficult  by  asking  the  children  to  change 
seats  after  one  has  left  the  room. 


FOR  SCHOOLS  AND  PLAYGROUNDS  129 

"OX  MY    WAV  TO  SCHOOL."     (Schoolroom  or  Playground.) 

Tlie  teacher  asks  some  child  the  question  "What  did  you  see  on  your  way 
to  school  this  morning?"  The  child  makes  an  answer  that  includes  the  men- 
tion of  some  physical  action  that  can  be  imitated,  as  "I  saw  a  lark  flying  over 
the  field,"  and  then,  running  about  the  room,  imitates  the  flying  of  the  bird. 

A  few  suggestions  are  here  ofifered : 

"I  saw  a  girl  inuming  to  school." 

"I  saw  a  boy  playing  a  drum." 

"I  saw  some  leaves  falling  from  the  trees." 

"I  saw  a  lame  duck  going  to  the  pond." 

"I  saw  a  farmer  sowing  wheat." 

GOOD  MORNING!     (Schoolroom.) 

One  child  stands  on  the  floor  with  back  to  the  others. 

Children  sit  in  seats. 

The  tieacher  asks  one  of  the  children  to  approach  to  within  three  or  four 
feet  of  the  child  who  is  standing  with  her  back  to  the  children.  AYhen  she 
has  done  this  she  is  to  say  "Good  morning,  Kate!"  and  Kate,  without  looking 
around,  must  endeavor  to  guess  by  the  voice  who  the  child  is  that  is  speaking 
to  her.  If  she  thinks  she  recognizes  the  voice  she  says  "Good  morning,  Sam!" 
(Using  the  child's  proper  name  in  each  instance,  of  course.)  If  the  guess  is 
an  incorrect  one,  another  trial  is  given.  If  the  guess  is  still  incorrect,  the 
child  who  was  "guesser"  sits  down  and  the  other  one  becomes  "guesser" 
now.     The  point  of  the  game  is  to  be  successful  in  distinguishing  voices. 

HUCKLE,  BUCKLE,  BEANSTALK. 

The  game  is  a  form  of  Hide  the  Thimble. 

Use  any  small  object  such  as  a  thimble,  cork  or  ring.  All  players  but  one 
leave  the  room.  The  one  remaining  hides  the  object  given  him,  but  puts  it  in 
plain  sight  in  a  place,  however,  that  is  not  too  conspicuous.  On  top  of  a 
picture  frame  if  possible  to  get  to  it,  in  corner  of  the  room,  etc..  but  should 
be  easily  seen  without  moving  any  object.  If  some  object,  the  color  of  the 
article  to  he  hidden,  can  be  found,  the  hiding  will  be  far  more  successful. 
When  the  article  has  Ixn-n  put  in  place  the  children  enter  the  room  and  ])egin 
to  look  for  it.  Just  as  soon  as  one  spies  it  (he  does  not  disclose  this  fact  at 
onc(\  Avhich  wouhl  be  in  many  cases,  if  done,  a  "give  away")  he  takes  his 
seat,  and  when  seated  says  "ITuckle,  ]^>uck]e.  Beanstalk,"  which  indicates  to 
the  rest  that  he  knows  where  the  object  is.  This  continues  until  all  have 
found  it,  or  the  teacher  declares  the  hunt  closed.  The  first  one  to  find  the 
object  now  hides   it. 

(If  passing  out  of  the  room  causes  too  mueh  confusion,  have  the  children 
place  hands  to  ears  and  close  the  eyes  tightly.) 


130  PHYSICAL  EDUCATION  COMPLETE 

TOUCH.      (Schoolroom  or  Playground.) 

One  of  the  child i-oi  is  asked  to  go  to  some  part  of  the  room  and  in  plain 
sight  of  all,  touch  any  object  he  wishes.  He  then  returns  to  his  seat  and  a 
second  child  goes  to  the  same  object,  touches  it,  selects  another  object  which 
he  touches,  takes  his  seat,  and  a  third  goes  to  object  number  one,  touches  that, 
then  to  object  number  two,  touches  that,  and  now  selects  a  new  object  which 
he  touches  before  taking  his  seat,  and  so  the  game  goes  on.  It  will  be  most 
surprising  to  note  the  number  of  objects  children  will  be  able  to  touch,  without 
error,  in  their  regular  order. 

(The  teacher,  with  paper  and  pencil  handy,  should  jot  down  the  names  of 
objects  touched  in  their  proper  order.) 

CHAXOIXG   SEATS.      (Schoolroom.) 

Children  all  seated.  The  teacher  gives  the  order  "Seat  Changing,  For- 
ward!" when  all  the  children  leave  their  own  seats  and  occupy  the  ones 
directly  in  front  of  them.  This  will  leave  all  who  occupied  the  front  row 
of  seats  standing  and  tlie  back  row  of  seats  will  be  empty.  The  order  may 
now  be,  "Seat  Changing,  Left!"  or  "Seat  Changing,  Eight!"  or  "Seat  Chang- 
ing, Backward!"  as  the  teacher  wishes.  In  any  case  there  will  always  be 
one  row  of  children  standing  and  sometimes  two,  according  to  the  way  the 
orders  are  given.  (It  is  well  to  give  the  orders  in  such  order  that  the  children 
are  kept  on  the  alert.) 

TICK,  TACK,  TOW.     (Schoolroom  or  Playground.) 

Children  may  play  this  game  either  at  the  blackboard  or  at  their  seats, 
with  paper  and  pencil,  two  inlaying  together. 

Draw  a  diagram  consisting  of  two  vertical  lines  about  four  inches  apart 
if  at  the  blackboard,  two  if  on  paper,  and  cross  them  by  two  horizontal  lines, 
same  distance  apart.  One  player  selects  the  zero  (o)  and  the  other  the  plus 
sign  (-|-)  for  a  mark.  The  first  one  to  place  three  of  his  own  mark  in  a  row 
wins,  when  he  savs : 

"Tick,  tack,  tow. 
Three  in  a  i-ow. " 

TIOPI>TXG  RELAY  RACE  NO.  11. 

Have  an  equal  number  of  ]uipils  in  each  i-ow  of  seats.  The  game  starts 
with  those  in  the  rear  seats.  All  players  remain  seated  until  it  is  their  turn 
to  hop,  eacli  ho])])iiig  from  his  own  seat  to  the  forward  blackboard  and  back 
to  his  seat  again. 

At  a  given  signal  1li(>  players  seated  in  all  of  the  i-ear  seats  stand  in  llic 
aisles  by  their  seats  and,  i-aising  one  foot  oil'  the  llooi'.  hop  foi'ward  until  llu; 
front  blackboard  is  reached,  when  the  other  foot  may  he  raised  and  the  return 
hopping  done  on  the  one  that  was  resting  at  first.     The  players  now  ho[)  hack 


'      FOR  SCHOOLS  AND  PLAYGROUNDS  131 

to  their  seats,  and  as  they  pass  the  players  wlio  sit  in  front  of  them,  tag  them 
and  sit  down.     The  second  players  repeat  and  so  follow  the  rest. 

The  row  wins  whose  player  in  the  front  seat  first  returns  to  his  or  her 

seat. 

The  game  may  l)c  varied  a  little  hy  having  all  the  players  start  fi'om 
the  left  side  of  their  seats  and  returning  downi  the  same  aisle  pass  aromul 
the  rear  seat  of  their  own  row.  return  to  place  ])y  way  of  the  right  aisle.  This 
srives  a  longer  distance  for  all  to  cover. 

SCH00LR0(3.AI  BASf:BALL. 

(Original) 

A  leader  is  chosen  who  has  a  faculty  for  telling  a  story.  This  leader  gives 
to  each  of  the  players  the  name  of  some  part  of  baseball  apparatus  used  in 
ball  games,  such  as  the  ball,  bat,  home  plate,  catcher's  mit,  body  protector, 
mask,  first  base,  second  base,  third  base,  also  the  names  of  baseball  players, 
catcher,  pitcher,  tirst  baseman,  second  baseman,  third  baseman,  shortstop, 
right,  center  and  left  fielders,  and  the  umpire.  Those  who  are  not  given  any 
of  these  names  are  ''the  people  on  the  bleachers."  To  avoid  confusion  of  teams 
the  names,  for  instance.  White  Sox  and  Seals,  may  be  given,  and  the  term 
White  Sox'  catcher  or  Seals'  pitcher  should  be  used  to  make  it  plain  just  which 
player  is  meant,  should  there  be  a  chance  for  confusion. 

The  leader  now  tells  the  story  of  a  baseball  game  between  the  White  Sox 
and  the  Seals.  Each  time  a  piece  of  apparatus  or  the  name  of  a  player  is 
mentioned  the  one  to  whom  that  name  was  given  stands  in  the  aisle,  tui'us 
around  and  sits  down  in  his  seat  again.  When  the  names  White  Sox  and 
Seals  are  mentioned  all  the  players  of  both  teams  arise,  turn  around  and  sit 
down  again.  When  the  term  "the  baseball  apparatus"  is  used  all  who  are 
given  the  names  of  such  stand,  turn  around  and  sit  down.  When  the  "people 
on  the  l)leachers"  are  mentioned  all  who  have  no  particular  name  of  either 
apparatus  or  players  on  either  team  stand,  turn  around  and  sit  down.  The 
story  must  be  told  with  life  and  spirit  to  make  it  enjoyable. 

The  story  may  be  started  somewhat  like  this : 

The  day  had  arrived  for  a  game  of  baseball  between  the  White  Sox  and 
the  Seals  (all  team  members  stand,  turn  around  and  sit  down,  and  this  must 
be  done  quickly).  The  weather  was  perfect,  the  people  on  the  bleachers 
(they  stand,  tui'n  and  sit  down)  were  in  high  sjjirits.  The  White  Sox  were  at 
the  bat,  the  umpire  took  his  place  behind  the  pitcher,  who  stood  Avitli  the  ball 
in  his  hand.  The  catcher  was  ])usy  putting  on  his  body  protector  and  mit,  as 
well  as  his  mask.  The  Seals'  catcher  w^as  "up."  The  people  on  the  bleachers 
called  "Play  ])all!"  The  umpire  shouted  "Batter  up!  Play  ball!"  and  the 
game  started.  (Amusing  situations  may  now  be  introduced  as  the  game  pro- 
gresses, and  the  fun  of  it  all  will  depend  on  the  originality  of  the  leader  and 
the  quickness  with  which  he  names  the  ditferent  situations.  It  might  be  well 
to  let  some  of  them  write  the  story  outside  of  school  and  read  it  as  the  class 
acts  it  in  the  schoolroom. 


132  PHYSICAL  EDUCATION  COMPLETE 

BLACKHOAKD  KELAY  RACE  NO.  2.      (Scliuulruuin.) 

Children  sit  in  llicir  seats,  same  number  in  eacli  row. 

The  front  blackboard  is  divided  into  as  many  sections  as  there  are  roAvs 
of  children,  the  sections  being  numbered  accordingly. 

At  a  given  signal  the  children  occupying  the  front  seats  of  all  the  rows 
leave  their  seats  from  tlie  left  side,  run  to  the  blackboard,  each  to  his  or  her 
own  section  (row  number  one  would  use  section  number  one,  etc.),  pick  up 
the  chalk,  draw  the  figure  of  a  cow,  horse,  dog  or  whatever  the  teacher  sug- 
gests, place  the  chalk  in  the  tray,  run  to  the  right  side  of  seat,  tag  the  child 
in  seat  num])er  two,  who  repeats  the  action,  and  so  the  game  continues.  The 
j'ow  first  finishing  is  tlu^  winning  one. 

OCCUPATION.     (Schoolroom  or  Playground.) 

Children  formed  in  two  or  three  lines. 

The  children  of  the  dilferent  lines  decide  upon  some  occupation  to  imitate. 
As  soon  as  row  number  one  is  ready  the  teacher  asks  them  what  their  occupa- 
tion is.  They  reply,  for  instance,  "We  are  carpenters,  "and  all  in  that  row 
begin  to  imitate  the  sawing  of  W'Ood  or  the  pounding  of  hammers.  Another 
row  might  imitate  washing  clothes,  ironing,  sweeping,  scrubbing,  etc.  (There 
is  ample  opportunity  for  much  fun  in  this  little  game.) 

SEMOX  SAYS.      (Schoolroom.) 

The  children  sit  at  their  desks,  hands  closed,  thumbs  extended  upw^ard. 

A  leader  is  chosen,  who  stands  before  the  class. 

The  children  are  to  imitate  his  movements  only  when  he  uses  the  Avords 
"Simon  says,"  for  instance,  "Simon  says,  'Thumbs  up!'"  "Simon  says, 
'Thumbs  doAvn!'  "  or  "Simon  says,  'Wiggle,  waggle!'  "  If  the  leader  says 
simply  "Thumbs  down!"  "Thumbs  up!"  or  "Wiggle,  waggle!"  at  the  same 
time  executing  the  movement  suggested  by  his  Avords,  and  his  moA^ement  is 
followed  by  any  member  of  the  class,  that  child  (or  if  several,  a  choice  is  made) 
has  to  become  leader.  . 

FOELOW  THE  EEADER.      (Schoolroom  or  Playground.) 

Children  foi'iii  in  uiw.  line. 

Eeader  is  eliosen  and  takes  liis  or  her  place  at  the  head  of  the  line. 
(Av(»id  clioosing  a  timid  child  for  leader.) 

The  leadei'  starts  the  line  in  motion  by  doing  some  "stunt"  such  as 
jumping  ovei-  a  low  cliair.  vaulting  between  seats,  ho])ping  on  one  foot  lor 
a  certain  distance,  running  lightly  Avith  arms  raising  and  lowering  to  repre- 
sent birds  flying,  etc.  The  children  are  to  do  everything  the  leader  does,  and 
if  there  is  any  "stunt"  they  caiuiot  perform  are  to  drop  out  of  the  line  and 
take  their  seals.  Of  coufse  the  one  avIio  is  able  to  stay  with  the  leader  the 
longest,  AA'ins. 


FOR  SCHOOLS  AND  PLAYGROUNDS  133- 

PUSSY  WANTS  A  CORNER.     (Schoolroom.) 

All  the  children  but  one  find  corners  in  the  room  or  an,y  convenient  place- 
(liat  will  answer  for  snch. 

Pussy  is  in  the  center  of  the  room. 

Pnssy  passes  from  one  to  another,  going  about  the  room  to  the  different 
children  as  she  wishes  and  says  "Pussy  wants  a  corner."  The  answer  is  "Go 
to  the  next  neighbor."  The  children  exchange  places  with  each  other  as. 
frequently  as  seems  safe  to  them,  for  as  soon  as  "Pussy"  sees  a  vacant 
corner  she  makes  an  effort  to  secure  it,  thus  leaving  the  former  occupant 
in  the  center.  The  game  is  made  lively  by  the  ones  in  the  various  corners. 
taking  great  chances  in  exchanging  places  and  teasing  "Pussy"  in  this  wa,y. 
When  she  begins  to  find  her  efforts  to  secure  a  corner  are  unsuccssful  she 
cries  out  "All  corners  change!"  at  which  there  is  a  general  scamper  and  she 
ought  to  reach  a  corner  in  safety.     The  one  left  out  becomes  "Pussy." 

HOPPING  RELAY  RACE  NO.   1.     (Schoolroom  or  Playground.) 

Children  arranged  in  rows,  the  same  number  in  each  row. 

A   line   is   nuirked   oft'   about    twenty-five   feet  from   where    the    rows    of 
playi^rs  stand. 

At  a  given  signal  the  children  standing  in  the  first  line  of  rows  lift  their 
left  knees,  place  hands  on  hips  and  hop  to  the  line  that  has  been  drawn, 
returning  on  the  left  foot,  the  right  knee  having  been  raised  after  the  goal 
was  reached.  When  number  two  of  each  row  is  reached  the  one  who  hopped 
first  tags  number  two  and  hops  on  to  the  rear  of  his  or  her  line,  and  number- 
two  hops  to  the  goal  and  back  in  the  sameway.  This  is  continued  until 
number  one  has  again  come  to  the  front  of  his  line.  The  first  of  the  children,, 
numbered  one,  to  reach  the  original  position,  signifies  that  that  line  is  winner^ 

CIRCLE  BEAN  BAG  TOSS  NO.  2.     (Schoolroom  or  Playground.) 

Bean  Bag  or  Volley  Ball. 

Children  form  a  circle,  having  no  more  than  eight  pla^'ers. 

One  child  in  the  center. 

The  Bean  Bag  or  Volley  Ball,  whichever  is  to  be  used,  is  tossed  by  the 
player  in  the  center  to  one  of  the  children  in  the  ring.  This  player  tosses 
the  bag  again  to  the  center.  The  bag  is  passed  on  in  this  way  to  each  mem- 
ber of  the  circle  and  back  to  the  center.  The  child  who  fails  to  catch  the 
ball  must  sit  down.  If  the  center  misses,  the  first  one  of  the  circle  play  era 
who  had  to  drop  out  for  failure  to  catch  the  ball  takes  the  place  of  the 
center,  the  center  having  to  drop  out.  If  there  are  no  players  waiting  to 
secure  a  place  in  the  game  again,  the  center  must  sit  down  and  the  player  to 
whom  the  center  threw  the  ball  at  the  opening  of  the  game  takes  his  place 
as  leader.     (The  children  should  be  encouraged  to  learn  to  catch  well.) 


134  PHYSICAL  EDUCATION  COMPLETE 

CAT  AND  MICP].      (Schoolroom.) 

One  child  to  represent  old  Tahhy  ("at. 

Children  sit  at  their  desks. 

Old  Tabby  Cat  retires  very  quietly  behind  some  piece  of  furniture  in 
the  schoolroom  and  there  awaits  the  coming  of  the  little  mice.  She  is  very 
hung-ry  and  is  counting  upon  a  delicious  meal.  Very  soon  the  little  mice 
from  the  front  seats  begin  to  venture  forth  from  their  nests,  they,  too,  in 
search  of  food.  They  scratch  on  the  floor  with  their  little  claws,  and  as  they 
find  nothing  to  eat  grow  bolder  and  go  closer  to  old  Tabby  Cat's  hiding 
place.  When  she  thinks  they  are  near  enough  she  springs  out  and  tries  to 
catch  one,  perhaps  two  of  the  little  mice.  The  mice  scamper  away  as  fast 
as  they  can  to  their  nests  again.  If  she  catches  one  of  the  mice  that  mouse 
becomes  old  Tabby  Cat  and  Tabby  takes  the  place  of  the  mouse.  Now  those 
in  the  second  row  of  seats  play  little  mice,  etc. 

CROSSING  THE  BROOK.     (Schoolroom   or  Playground.) 

Two  lines  drawn  on  the  floor  or  ground,  al)out  two  feet  apart. 

Children  line  up  on  one  of  the  lines. 

The  children  jump  over  the  brook,  the  space  between  the  lines  to  be 
greatly  dreaded  as  the  Avater  is  very  deep.  Th  jumping  is  done  strictly 
according  to  gymnastic  instructions.  The  children  stand  with  heels  together, 
heads  erect  and  on  tlie  count  1,  heels  are  raised;  count  2,  knees  are  bent; 
count  3,  spring  and  over  the  brook  they  go;  count  4,  they  land  on  toes  with 
knees  bent;  count  5,  knees  stretch,  and  count  6,  heels  are  lowered.  (As  they 
acquire  the  al)ility  to  jump  a  greater  distance,  the  lines  may  be  drawn  wider 
apart.) 

POM,  POM,  PULL-AWAY.      (Playground.) 

All  the  children  but  one  at  one  end  of  the  court. 
Leader  or  "It"  is  at  the  other  end. 

« 

Two  lines  drawn,  one  at  each  end  of  the  court. 

The  leader  takes  his  station  just  back  of  the  boundary  line  for  his  side 
of  the  court.  All  the  rest  of  the  children  are  stationed  behind  their  line.  The 
leader  starts  the  game  by  calling  out: 

"Pom,  Pom.   I'ull-away! 
If  yoii   (Ion 't    conic, 
I'll  fetch  you  away!" 

Thereupon  llic  children  start  to  run,  niaUing  for  Ihe  goal  b(>hind  whicli 
the  leader  stood.  The  leader  tags  as  many  of  the  children  as  he  can  before 
they  reach  the  line.  All  those  he  tags  join  him  at  the  o])posite  end  of  the 
court,  now  the  signal  is  given  as  befoi-c,  the  chiklren  run,  ami  all  those  first 
caught  b\'  the  leader  join  him  in  his  tagging.  As  soon  as  all  are  caught  the 
game  is  ended.     The  child  who  was  first  tagged  becomes  the  leader  next  time. 

(This  is  one  of  the  best  games  for  the  recess  that  we  \\i\\v.  Children 
should  have  plenty  of  running  games  at  both  i-ecess  j)eriods.) 


FOR  SCHOOLS  AND  PLAYGROUNDS 


135 


NUMBER  CALL.     (Schoolroom  or  Playground.) 

Volley  Ball. 

Children  form  rirele,  one  in  center. 

The  children  are  given  numbers.  The  one  in  the  center  tosses  the  ball 
in  the  air.  at  the  same  time  calls  out  a  number.  The  child  who  has  been  given 
that  iiuml)er  must  run  into  the  circle  and  catch  the  ball  on  the  first  bounce. 
If  he  succeeds  in  doing  this  he  is  allowed  to  exchange  places  with  the  center 
and  the  game  is  repeated.  The  center  takes  tlie  inuiil)er  of  the  child  with 
whom  he  exchanges  places.  If  the  child  fails  to  get  the  ball  on  the  tirst 
bounce  he  has  to  take  his  place  in  the  circle  again.  (The  delight  is  in  being 
allowed  to  play  the  center  position.) 


CHASE  BALL.      (Schoolroom  or  Playground.) 

Twenty  children  to  a  set.  if  pos- 
sible. 

One  Volley  and  one  Playground 
Bas;  ball. 

The  ehildren  stand  in  lines  of 
t(Mi.  about  eight  feet  apart,  lines  fac- 
ing each  other.  The  children  should 
not  stand  too  close  together,  as 
j;huty  of  elliow  I'oom  is  needed  for 
the  tossing  of  the  balls.  At  a  given 
signal  the  volley  ball  is  started  from  number  one  and  sent  zigzag  down  the 
lines,  the  children  toeing  lines  that  have  been  drawn  for  that  purpose.  When 
the  volley  ball  has  passed  the  third  child  on  the  same  side  from  where  it 
was  started  the  baseball  follows  in  the  same  way,  the  object  being  to  over- 
take the  volley  ball  with  the  baseball,  if  possible,  and  have  the  baseball 
win  the  race. 

(Much  excitement  and  interest  is  aroused  when  children  play  this  game.) 
The  dotted  lines  show  the  direction  of  the  balls  on  the  return. 


VOLLEY  BALL  ZIG-ZAG  NO.  1 
2 


X 
X 
X 
X 


X 
X 
X 
X 


X 
X 
X 
X 


X 
X 
X 
X 


3 


X 
X 
X 
X 


X 
X 
X 
X 


Children  sitting  at  desks. 

Rows  1  and  2,  3  and  4,  5  and  6  play  together.  Those  in  rows  1  and  2  sit 
facing  each  other,  feet  in  aisles.  (Same  position  for  the  rest  of  the  rows  of 
children.) 

The  balls  are  given  to  the  children  sitting  in  the  front  seat  of  rows  1,  3 
and  5.     At  the  signal  the  balls  are  tossed  across  the  aisle  to  the  children  di- 


136  PHYSICAL  EDUCATION  COMPLETE 

rectly  opposite,  then  diagonall}'  across  to  tlie  ones  behind  the  leaders,  who 
toss  the  balls  to  the  children  directly  opposite,  etc.,  down  all  the  rows  to  the 
ones  in  the  last  seats. 

The  balls  are  now  returned  in  the  same  way,  the  row  first  getting  the  l)all 
to  the  leader  wins. 

Use  Bean  Bags  also  in  this  way. 


''I  SAY  STOOP!" 

The  children  stand  in  the  aisles  by  their  desks.  The  teacher  leads  the 
game  by  saying  "I  say  stoop!"  As  she  says  these  words  she  stoops  and  at 
once  assumes  her  original  standing  position.  The  children  imitate  the  action. 
The  teacher  may  then  say  "I  say  stand!" — at  the  same  time  stooping  herself 
to  mislead  the  children.  They  should  remain  in  the  standing  position,  except 
when  the  words  "I  say  stoop!"  are  said.  Those  who  make  a  mistake  and 
stoop  at  the  wa-ong  time  are  out  of  the  game. 

(Make  the  action  \evy  fast  in  this  game.) 

CROSS  TAG.     (Playground.) 

Children  scatter  about  the  playground. 

Two  runners  to  be  chosen  to  start  the  game. 

One  of  the  runners  is  called  "It,"  who  chases  number  two.  Number  tAvo 
tags  one  of  the  other  children,  which  act  immediately  entitles  the  child  who 
did  the  tagging  to  stop  running  and  rest,  while  "It"  continues  the  chase,  this 
time  following  the  one  who  was  tagged.  If  "It"  succeeds  in  tagging  the  child 
being  chased,  the  situation  is  reversed,  the  one  chased  becomes  "It"  and  the 
one  who  was  "It"  becomes  runner. 

In  this  game  it  is  well  to  encourage  children  to  make  short  runs  in  order 
that  the  action  of  the  game  may  be  very  brisk,  requiring  close  attention  to 
follow,  and  also  to  give  all  a  chance  to  do  some  running. 

HORNS.     (Schoolroom  or  Plaj-ground.) 

All  players  at  seats,  hands  closed  with  the  exception  of  the  forefingers, 
which  are  placed  on  the  desks.  The  leader  says:  "All  horns  up!",  "Dog's 
horns  up!"  or  "Cow's  horns  up!"  at  the  same  time  pointing  his  own  fore- 
fingers upward.  When  he  says  "All  horns  up!"  all  the  fingers  should  point 
upward  or  when  he  names  an  animal  that  has  lioi-ns.  When  he  names  an 
animal,  such  as  the  dog  or  cat  that  has  no  liorns  the  fingers  should  remain 
touching  the  desk.  The  commands  "All  horns  down!"  "Dog's  horns  down!" 
etc.,  are  used  and  should  be  given  quickly  Avith  Ihc  idea  of  catcliiug  those  who 
are  not  alert.  'I'lic  action  should  he  fast.  Those  making  a  mistake  should 
<lrop  out  of  the  game. 


FOR  SCHOOLS  AND  PLAYGROUNDS  137 

VOLLEY  BALL  SEAT  RELAY  RACE. 

There  should  be  an  even  number  of  children  in  the  rows  playing. 

Play  two  rows  at  a  time.  It  is  more  satisfactory  to  use  rows  1  and  3,  2 
and  4,  etc.,  as  this  eliminates  much  of  the  confusion  that  would  otherwise  occur. 

Insist  that  all  players  get  the  ball  in  proper  turn  and  that  the  playing  be 
always  fair. 

The  balls  are  given  to  those  occupying  front  seats  and  at  a  given  signal 
are  passed  overhead  to  those  sitting  directly  behind  the  leaders  and  so  on 
down  the  various  rows. 

When  the  ball  reaches  the  last  child  in  each  row,  that  child  runs  u]i  the 
RIGHT  HAND  AISLE  to  the  front  seat,  while  all  the  rest  of  the  children 
change  seats,  each  one  slipping  as  QUIETLY  as  possible  from  the  seat  in 
which  he  was  sitting,  when  the  game  began,  into  the  one  directly  behind,  and 
must  be  done  by  stepping  out  into  the  LEFT  HAND  AISLE. 

The  balls  are  passed  in  this  way  until  one  of  the  leaders  has  regained  his 
original  seat,  which  makes  a  winning  for  that  row. 

Play  all  the  rows,  then  play  the  winners  until  one  row  has  beaten  the 
rest  of  the  children. 

HURDLE  RACE.     (Playground.) 

Pieces  of  twine  or  narrow  cheese  cloth  aljout  six  feet  long. 

Children  who  are  to  run  are  arranged  in  lines,  same  number  in  each  line. 

A  line  should  be  drawn,  which  they  should  ' '  toe ' '  at  starting. 

Two  children  and  a  piece  of  twine  for  each  line  of  children  Avho  are  to 
do  the  running.  If  jTOssible,  have  two  or  more  "hurdles"  for  each  set  of 
runners. 

At  the  given  signal,  the  runners  occupying  position  number  one  in  each 
row  run,  jump  the  hurdles,  turn,  run  back  and  jump  hurdles  as  they  go.  Upon 
reaching  the  line,  the  first  runner  tags  number  two,  passes  on  to  the  rear  of 
his  line,  while  number  two  is  making  the  trip.  The  line  which  brings  its 
leader  first  back  to  the  original  starting  position  wins  the  race. 

BASKET  BEAN  BAG— TOSS.     (Schoolroom  or  Playground.) 

Bean  Bags  or  Base  Balls  ma}^  be  used.     (Three.) 

Waste  Basket. 

Children  line  up  for  turn. 

The  first  child  in  the  line  takes  the  three  balls  or  bags  in  hands  and  stand- 
ing at  a  given  distance  from  the  waste  basket,  tries  to  toss  all  three  into  the 
basket.  If  successful,  it  counts  him  ten,  but  all  three  must  be  tossed  into  the 
basket  to  secure  any  score  at  all.  All  have  a  chance  before  the  second  trial 
is  allowed.  Score  should  be  kept  by  the  teacher.  The  child  securing  the  highest 
number  wins.  (The  game  may  be  made  all  the  more  interesting  by  allowing 
eight  or  ten  trials,  in  order  that  a  high  score  may  possibly  be  made.) 


138  PHYSICAL  EDUCATION  COMPLETE 

CARRY  RELAY. 

Any  oh.jt'cl  thai  tliu  eliildi'L'ii  can  carry  as  llicy  run. 

Children  lined  iii),  same  as  for  any  of  the  Relay  Races,  same  nuinhcr  in 
each  row. 

At  the  given  signal,  the  children  standing  in  the  front  line  of  all  the  inin- 
ners,  sloop,  pick  np  whatever  object  they  are  to  I'uii  with,  run  to  a  line  drawn 
about  fifteen  feet  distant,  or  to  the  wall,  pnt  the  ol)ject  on  the  Hoor.  run  to 
the  rear  of  the  line,  tagging  the  second  rnnners  in  passing,  who  at  once  start 
ont  for  the  goal,  pick  np  the  object  and  carry  it  back',  place  it  on  the  floor  in 
front  of  nnmber  three,  tag  number  three  and  pass  to  the  rear,  etc.  Th(>  line 
wins  the  race  whose  leader  reaches  his  or  her  original  jiosition  first. 

DODGE  BALL  NO.  I.     (Schoolroom  or  Playground.) 

Basket  Ball. 

Half  the  children  inside  a  circle,  which  is  formed  hy  the  other  half. 

One  of  the  children  in  the  circle  throws  the  ball  into  the  crowd  of  children, 
attempting  to  hit  as  many  with  the  l)a]l  as  possible  ])nt  the  liall  must  not  be 
thrown  to  strike  higher  than  the  knees.  If  a  child  is  struck  above  the  knees, 
that  throw  does  not  count.  As  soon  as  the  l)all  is  thrown  at  the  children,  they 
jump  off  the  floor,  into  the  air.  as  high  as  they  can,  in  order  to  escape  being 
hit  with  the  ball.  If  they  are  hit  with  ball,  they  must  join  the  circle  of  those 
who  are  doing  the  throwing.  This  continues  until  all  are  down,  the  one  holding 
out  the  longest  is  declared  the  winner.  Sides  change  places  now.  the  first  lot 
to  form  the  circle  taking  position  inside  the  circle  and  those  who  were  inside, 
form  the  circle  and  throw  the  ball. 

WOOD  TAG.      (Playground.) 

Children  scattered  about  the  playground,  standing  on  chips  of  wood,  feet 
on  the  fence  rails,  etc. 

A  runner  called  "It"  is  selected. 

The  players  venture  off  their  wood  pile,  change  places  with  each  other, 
and  take  great  chances  in  teasing  "It,"  who  endeavors  to  tag  a  player  whil 
on  forbidden  ground.    If  successful  in  this,  the  player  tagged  becomes  "It 


e 


NEW  YORK.      (Schoolroom  or   Playground.) 

Children  choose  sides,  about  the  same  nunihi'r  on  each  side. 

Each  side  selects  some  occupation  which  they  ai-c  to  imitate,  and.  which- 
ever side  is  to  lead  the  game,  advances  toward  tln'  olhcr  jdayers.  who  ai'e 
waiting  for  the  coming  of  the  opposite  team.  As  they  approach  all  shout 
out  "Here  we  come!"  The  others  say  "Where  from?"  Answer — "New 
York!"  Question — "What's  your  ti'ade?"  Whereujiou  they  all  go  to  work, 
imitating   the   movement    of   the    occupation    which    they    have    selected.     The 


FOR  SCHOOLS  AND  PLAYGROUNDS  139 

other  players  make  all  sorts  of  guesses.  When  the  right  one  is  called  out,  the 
"workers"  fly  for  their  boundary  line,  while  the  others  give  chase  and  all 
caught  before  they  reach  home  safely  are  now  to  join  forces  with  the  opposite 
team.     The  players  take  turn  about  in  imitating  the  occupations  chosen. 

CIRCLE  TAG.     (Schoolroom,  if  there  is  room  for  running — or  Playground.) 

Children  form  a  circle,  with  one  on  the  outside  for  "It." 
"It"  starts  around  the  cii-clc  and  when  she  has  reached  some  child  whom 
she  wishes  to  tag,  does  so  and  continues  her  running  around  the  circle,  while 
the  one  who  has  been  tagged  runs  in  the  opposite  direction,  each  endeavoring 
to  reach  the  space  Avhich  has  been  nuide  vacant  by  the  one  tagged.  The  one 
who  does  not  succeed  has  to  be  "It." 


"ZIP!"     (Schoolroom  or  Playground.) 

If  pla.Aed  in  the  schoolroom  the  pupils  either  sit,  or  stand  by  their  desks. 
Sometimes  circle  formation  is  used  in  this  game. 

A  number  is  selected  which  is  known  as  "Zip,"  and  so  called  when  it 
occurs  alone  or  in  any  nunilxT  which  is  a  multiple  of  that  nuiiibcr.  Let  us 
use  the  numeral  "Nine."  The  tirst  player  begins  the  counting  by  saying 
"One,"  the  next  says  "Two,"  etc.,  until  nine  is  reached,  when  the  word  "Zip" 
is  substituted.  The  count  goes  on:  "Ten,"  "Eleven,  "etc.,  luitil  eighteen  is 
reached,  when  "Zip"  is  again  substituted,  as  it  is  also  for  niuetneen.  When 
ninety  is  reached  it  is  called  "Zip"  and  then  the  count  proceeds  as  "Zip  one," 
"Zip  two,"  uji  to  ninety-nine,  when  "Zippety-zip"  is  substituted.  The  game  is 
over  when  the  number  one  hundred  is  reached.  In  repeating  it,  it  is  often 
well  to  select  another  number  as  "Zip." 

"BEAST.  BIRD  OR  FISH!"     (Schoolroom  or  Playground.) 

I'upils  in  their  seats  or  standing  in  circle  formation. 

One  of  the  number  is  selected  to  be  "It. "  A  soft  ball  or  piece  of  cloth, 
knotted  is  required  in  the  game. 

The  player  who  has  the  ball  faces  the  class  or  stands  in  the  center  of  the 
circle  and  throws  the  ball  at  one  of  the  players,  at  the  same  time  saying,  for 
instance,  "Beast,  Bird  or  Fish — FISH!"  and  proceeds  to  count  ten  quickly. 
The  one  who  is  hit  must  name  a  fish  before  the  count  of  ten  is  finished.  If  in- 
stead of  "FISH"  being  said,  "It"  says  "BIRD!"  or  "BEAST!"  the  one 
struck  must  name  either  a  bird  or  some  animal  before  the  counting  is  finished. 

If  the  player  successfully  answers,  the  one  in  the  center  must  try  to  catch 
another  player,  and  get  away  from  leading  as  soon  as  possible. 

.  No  time  during  the  game  is  a  player  allowed  to  repeat  the  name  of  an 
animal,  bird  or  fish  previously  given  by  some  player. 


140 


PHYSICAL  EDUCATION  COMPLETE 


' '  CRACK  ABOUT  ! "     ( Playground. ) 

Light  weight  ^^olk'y  Ball. 

Am'  number  may  play  this  game. 

One  player  is  given  the  ball  and  the  rest  of  the  players  immediately  scatter 
over  the  playground.  The  player  witli  tlic  ball  attempts  to  strike  a  player  by 
throwing  the  ])all.  If  successful  the  one  who  threw  it  (the  players  may  join 
in  if  they  wish)  shouts  "Crackabout !"  when  all  of  the  players  rusli  to  get 
the  ball.  As  soon  as  one  has  it.  the  rest  of  the  players  scatter  again  and  try 
to  save  themselves  from  being  hit. 

(This  is  one  of  the  best  of  games  for  cold  days,  as  the  action  is  strenuous 
and  constant.) 

THREE  DEEP.      (Playground.) 

Double  circle,  all  facing  center  of  circle. 

Two  runners. 

In  forming  this  double  circle,  the  children  should  be  instructed  to  stand 
arm's  distance  apart,  the  children  in  the  outer  circle  standing  close  enough 
to  the  ones  in  front  of  them  to  prevent  a  runner  from  stepping  in  between 
them. 

When  the  signal  to  start  is  given,  the  runner  who  is  being  chased  runs 
around  the  circle,   (never  through  the  circle)   looking  for  an  opportunity  to 


get  inside  the  circle  IN  FRONT  of  some  one  set  of  two,  thus  forming  THREE 
DEEP.  The  one  who  is  "It"  tries  to  catch  the  second  runner  before  she  can 
place  herself  safely  in  the  circle  and  must  tag  liei-  if  possible  before  reaching 


FOR  SCHOOLS  AND  PLAYGROUNDS  141 

the  coveted  place  in  front  of  a  couple.  In  the  event  that  she  does  tag'  her,  the 
one  who  is  caught  starts  immediately  after  the  one  who  caught  her.  Each  one 
that  is  chased  tried  to  get  into  the  circle  before  being  tagged  and  as  soon  as 
this  is  accomplished,  the  third  child,  who  is  now  the  one  on  the  outside,  be- 
comes the  runner.  Slie  must  dart  in  front  of  a  couple  as  cpiickly  as  possible 
and  the  lliird  one  now  has  to  run  to  avoid  being  tagged,  etc. 

(Always  luivc  the  children  run  in  one  direction,  until  the  one  who  is  "It" 
tags  a  runiuM-,  when  of  course  the  direction  is  reversed.  Try  to  see  that  no 
Jong  runs  are  nuule.    Let  the  action  be  fast,  with  lots  of  quick  changes.) 

FLYING  DUTCHMAN.     (Playground.) 

Single  circle,  jiartiicrs  holding  hands. 

One  set  of  partners,  holding  hands,  are  runners. 

The  two  runners  start  around  the  circle,  running  and  keeping  hold  of 
hands  all  the  while,  and  as  they  run,  one  of  the  partners  tags  another  set  of 
partners  standing  in  the  circle.  The  ones  tagged  start  around  the  circle  in 
the  opposite  direction,  retaining  the  hand  clasp,  the  first  set  of  runners  con- 
tinuing on  in  their  original  direction  attempt  to  gain  the  space  made  vacant 
by  the  second  set  before  the  owners  of  the  space  reach  it  again.  The  set  failing 
to  get  into  place  becomes  "It"  and  continues  the  game. 

HUSTLE.     (Playground.) 

Basket  Ball  and  AVhistle. 

Two  teams. 

Captains  are  selected,  one  for  each  team.  The  court  is  marked  off,  100 
feet  long  by  50  feet  wide.  Captain  Jack's  team  is  stationed  all  along  one  of 
the  side  boundary  lines,  while  Captain  Dick's  team  is  stationed  at  one  of  the 
end  boundai-y  lines,  preparatory  to  making  the  run  from  one  end  of  the  court 
to  the  other.  Captain  Jack  takes  the  ball  and  goes  to  the  center  of  the  court. 
As  he  bloAvs  the  whistle  he  throws  the  ball  to  one  of  his  men  along  tlic  side  line. 
At  the  same  time  the  whistle  is  blown,  Captain  Dick  and  his  team  make  a  wild 
dash  across  the  court  and  the  man  in  the  team  on  the  side  line,  throws  the  ball 
at  the  runners  as  they  pass.  AH  struck  with  the  ball  retire  to  their  side  of  the 
field.  The  situation  is  now  reversed,  for  Captain  Dick  takes  the  center  of  the 
field,  with  his  men  on  the  side  line,  and  Captain  Jack  and  his  team  take  their 
positions  at  the  cud  of  the  field.  The  play  is  repeated.  Each  team  gets  five 
runs,  when  a  count  is  made.  The  team  having  the  larger  number  of  players 
still   in  the  gam(\  wins. 

BOB.     (Schooh-oom  or  Playground.) 

Two  Basket  Balls. 

Two  lines  of  players,  sanu^  nuiubei-  in  each  line. 

The  playei's  occupying  position  number  one  take  the  ball,  and  when  the 
signal  is  given,  pass  the  ball  to  the  one  directly  behind:  that  one  passes  it  to 


r  m 


FOR  SCHOOLS  AND  PLAYGROUNDS  143 

the  next,  (all  have  Ihcii-  arms  up  ready  to  grasp  the  ball  as  it  comes  to  them) 
and  so  it  is  "Ijohhcd"  along-  from  one  to  the  other,  until  llic  last  player  gets  it, 
when,  with  the  l)all  in  hands,  a  quick  run  is  made  to  the  front  of  the  line,  the 
hall  is  set  iu  ])lay  again  and  "bol)l)ed"  along  the  heads  of  the  players  until  the 
last  one  secures  it  and  a  run  to  the  head  of  the  line  is  made.  The  line  is  de- 
clared winner  whose  head  player  first  reaches  the  rear  of  the  line  in  the  man- 
ner above  described. 

(Each  pla^'er  must  handle  the  ball.  It  is  a  foul  to  throw  the  ball  over  the 
hands  of  three  or  fonr  players,  and  the  ball  should  each  time  be  sent  to  the 
head  of  tlu'  line  for  a  fresh  start  Avhen  snch  fouls  arc  made.) 

ASTRIDE  PASS  BALL.     (Companion  to  Bob.)      (Schooli'oom  or  Plaj^ground.) 

Two  Basket  Balls. 

Two  lines  of  players,  same  nninhi'i-  in  (^ach  line. 

The  lines  are  arranged  the  same  as  in  Bob,  but  take  the  astride  position, 
trunks  forward,  deep  bend.  At  the  given  signal,  each  leader  tosses  the  ball  be- 
tween the  legs,  to  the  player  standing  directly  behind.  That  player  tosses  it 
on  to  the  next  and  so  on,  until  the  last  player  secures  it.  A  quick  run  is  made 
with  the  ball  to  the  front  of  the<  line,  the  player  takes  position  there  and  starts 
the  ball  in  play  again.  (Balls  that  are  ROLLED  between  the  feet  are  fouls  and 
are  dealt  with  as  such,  the  ball  having  to  make  a  fresh  start  from  the  head  of 
the  line  each  time  this  is  done.)    The  line  finishing  first  wins  the  game. 

JAPANESE  TAG.     (Schoolroom  or  Playground.) 

Children  scattered  about  the  room  or  playground. 

One  player— ''It." 

The  player  called  "It"  endeavors  to  tag  some  one  of  the  players  and  as 
soon  as  he  is  successful,  the  party  tagged  must  place  one  hand  on  the  part  of 
the  body  that  has  been  tagged,  and  with  the  other  hand  free,  endeavor  to  catch 
some  other  plaj-er  and  tag  him.  He  cannot  take  his  hand  away  from  the  portion 
of  his  ])ody  that  was  tagged  until  he  has  successfully  tagged  another  player. 
(It  adds  much  to  the  interest  and  excitement  of  this  game  to  start  half  a  dozen 
players  out  as  taggers.) 

DODGE  BAL  XO.  2.     (Playground.) 

Two  Basket  Balls. 

Childi'cn  form  two  teams  and  name  tht'iii. 

The  players  of  one  team  form  a  cii'clc  and  take  the  balls.  The  i)layi'rs  of 
the  second  team  stand  about  inside  the  circle.  At  a  given  signal  the  two  balls 
are  thrown  into  the  group  of  playei-s.  the  effort  being  always  nuule  to  strike 
the  players  with  the  balls,  below  the  knees.  All  those  hit  by  a  ball  must  take 
positions  out  of  the  ring  altogether.  The  throwing  of  the  balls  continues  until 
there  are  no  more  ])layei"s  in  the  ring.     Then  the  teams  reverse  ])Ositions.     The 


144 


PHYSICAL  EDUCATION  COMPLETE 


DODGE    BALL— SIXTH    GRADE 

la.st  one  of  each  team  to  be  slruek  out  of  tlie  game  then  enters  the  ring,  which 
is  now  formed  by  all  the  rest  of  the  players  of  both  teams,  and  the  bombard- 
ment begins.  The  player  who  can  stay  in  the  ring  the  longer  wins  the  game 
for  his  team.     (Never  throw  at  your  own  man  in  this  final  contest.) 


FISH  NET.     (Playground.) 

Players  divided  into  two  teams. 

Court  150  feet  by  100  feet  good  size  for  this  game. 

One  team  plays  the  part  of  the  Fish  Net,  while  the  other  players  are  the 
fish  to  be  caught.  The  net  is  formed  by  all  the  players  of  that  team  taking  a 
firm  hand  grasp,  the  two  strongest  players  being  on  the  ends  of  the  net.  The 
net  is  at  one  end  of  the  court  and  the  fish  at  the  other.  At  the  given  signal, 
the  fish  run  toward  the  opposite  end  of  the  "river"  and  the  net  makes  every 
effort  to  ensnare  all  it  can.  The  fish  are  entitled  to  get  out  of  the  net  as  long 
as  the  net  remains  unclosed;  that  is,  the  hands  of  the  two  players  on  the  end 
of  the  net  have  not  been  clasped  "to  shut  the  net."  (It  is  unfair  to  go  under- 
neath hands  that  are  clasped  or  to  break  the  net.  Once  caught  in  the  net  which 
has  been  closed,  there  is  no  getting  out,  without  breaking  one  of  the  rules  of 
the  game.)  All  the  fish  caught  are  turned  out  on  the  bank  and  the  net  goes  to 
Avork  again.  As  soon  as  the  last  fish  is  caught  the  fish  become  the  net  and  tlu^ 
net  the  fish. 

LAST  COT^PLE  OFT.      (Playground.) 
(Sometimes  called  Widower.) 

Players  take  jjai'luci's  and  stand  side  by  side,  llius  roniiing  1\vo  lines. 

One  jilayer  is  the  Widowcf. 

'I'lic  widower  stands  at  the  head  of  the  two  lines  and  calls  to  the  couijIc 
ill  the  vi'-.w  of  the  two  lines  "Last,  Cou])lc  Out."  At  this  signal  the  cou})le 
separates,  each  running  forward  with  the  two  lines  Ix'tween  them,  and  try  to 
meet  each  otliei-  again  in  fi-ont  of  the  AVidower  before  lie  has  a  chance 
to  tag  either  one  of  Ihciii.     If  Ihc  Widower  succet'ds  in  securing  a  partner,  the 


FOR  SCHOOLS  AND  PLAYGROUNDS 


145 


oue  left  becomes  the  Widower  airl  takes  positicin  al   the  huad  of  the  line,  and 
calls  to  the  rear  couple  as  before. 

(When  the  Widower  knows  the  couple  is  advancing,  he  must  keep  his  eyes 
strictly  to  the  front  and  not  until  the  runners  arc  opposite  him  lias  he  a  right 
to  start  his  running  aftiu-  either  one  of  them.) 

FLAG  RELAY.     (Schoolroom  or  Playground.) 

Flags,  small  ones  are  better. 

Children  sit  at  desks  if  played  in  the  schoolroom. 

Children  form  in  lines  if  played  on  the  playground,  same  number  in  each 
line.  Avherever  played. 

The  children  in  the  front  line  of  rows  start  at  the  given  signal,  with  tiags 
in  their  right  hands,  run  forward  to  a  line  already  drawn  to  mark  the  distance 


FLAG    RELAY— "READY"— FIFTH    GRADE. 

they  are  to  run,  and  then  back  to  the  runners,  each  leader  handing  his  Hag  to 
runner  number  two.  PASSING  ON  TO  THE  REAR  OF  HIS  LINE,  Avhen  num- 
ber two  runs  and  returning,  hands  the  flag  to  number  three.  This  is  repeated 
until  the  first  runner  reaches  his  original  position.  The  line  first  getting  its 
leader  in  place  wins  the  race. 

(Very  pretty  game  for  festivals.) 


FLAG   RELAY— "GO"— FIFTH    GRADE. 


146  PHYSICAL  EDUCATION  COMPLETE 

TUG  OF  WAR.     (Playground.) 

Sixty  feet  of  tliroo-fonrth  inch  ^fanilla  rope.  Tie  a  piece  of  cheese  cloth 
at  the  center. 

Mark  two  lime  lines  on  the  ground,  about  four  feet  apart  and  each  line 
three  feet  long. 

Two  teams — equal  numbers. 

The  teams  take  up  positions,  one  team  on  each  end  of  the  rope,  the  center 
of  the  rope  being  placed  in  the  center  of  the  lime  lines.  At  a  given  signal  the 
tug  of  war  begins.  The  team  that  succeeds  in  pulling  the  center  of  the  rope 
across  the  line  toward  his  side,  is  winner. 

POTATO  RACE.     (Schoolroom  or  Playground.) 

Four  erasers,  bean  bags  or  blocks. 

Children  in  line,  as  for  all  Relay  Races. 

The  action  of  this  game  is  the  same  as  for  all  the  Relay  Races,  except  that 
the  players  in  the  front  line  of  all  the  rows,  take  the  four  objects  to  be  carried, 
in  their  hands,  and  at  the  given  signal,  run  forM^ard,  place  the  objects  on  crosses 
marked  for  that  purpose,  and  immediately  return  to  runners  number  two  of 
their  respective  rows,  tag  them,  pass  to  the  rear,  while  the  runners  numbered 
two  start  forward,  gather  up  the  objects  and  returning,  give  them  to  runners 
numbered  three,  who  run  forward  and  place  them  on  the  crosses  again.  This 
is  repeated  until  the  first  row  to  finish  announces  the  fact  and  the  game  is  won. 

GOAL  THROWING  RELAY  RACE— I.  (Playground.) 

Two  Basket  Balls  and  Goals. 

Two  lines  of  players,  same  number  in  each. 

Each  line  faces  its  goal,  60  feet  from  the  goals,  leader  toes  the  line  drawn 
at  this  distance.  When  the  signal  is  given,  the  first  runner  of  each  line  runs 
forward,  picks  up  the  basket  ball  and  throws  it  into  the  basket.  The  player 
must  not  return  to  his  line  until  the  ball  is  in  the  basket.  As  soon  as  this  feat 
is  accomplished,  the  player  runs  with  all  speed  to  the  line,  tags  number  two, 
passes  to  the  rear  of  the  line,  while  player  number  two  continues  the  play.  The 
first  line  whose  leader  reaches  his  original  position,  wins. 

GOAL  THROWING  RELAY  WITH  SEVERAL  BALLS— II.     (Playground.) 

Two  each  of  the  following:  Basket  Balls,  Base  Balls,  Tennis  Balls  and 
Rubber  Balls. 

The  game  is  the  sanu'  as  the  Goal  Thi'owing  Relay,  except  that  each  player 
must  put  into  tlio  l)asket,  one  of  eacli  of  the  four  balls. 

VOLLEY  BALL  ZIG-ZAG  NO.  2.     (Two  sets  or  more.) 

This  is  the  same  ganui  as  Zig-Zag  No.  1,  excejit  that  in  this  ganu'  there  are 
several  sets  playing  against  each  other  at  the  same  time.  The  winning  team 
is  the  one  that  secures  three  games  out  of  the  five  played. 


FOR  SCHOOLS  AND  PLAYGROUNDS  147 

ROOSTER  FIGHT.     (S'choolfooiii.  if  open  space  is  lar<ie  enough.     iMavizfouiul.) 

Players  choose  partners. 

"When  patrners  have  been  selected  and  the  signal  given,  each  player  raises 
his  left  knee,  folds  his  arms  across  his  chest,  and  hopping  continually  on  his 
right  foot,  each  endeavors  to  unbalance  the  other  by  poking  and  pushing  with 
the  elbows.  The  player  who  is  compelled  to  save  himself  from  falling  by 
placing  his  left  foot  on  the  floor  is  out  of  the  game.  The  successful  one  now 
raises  his  right  knee  and  hops  on  his  left  foot  as  he  fights  with  the  next  rooster, 
who  was  also  a  winner.  The  game  goes  on  until  there  is  but  one  on  the  floor, 
who  is  entitled  to  be  called  Cock  of  the  Roost. 

COLORS.     (Schoolroom  or  Playground.) 

About  eight  players  to  a  group,  and  one  player  who  is  to  do  the  guessing. 

The  players  choose  different  colors,  the  names  of  which  are  told  to  all  the 
players.  The  guesser  now  turns  his  back  to  the  group  of  colors,  when  there  is 
a  general  changing  of  places.  The  guesser  turns  around  and  tries  to  repeat  the 
names  of  the  colors  as  they  are  now  arranged.  Those  who  can  do  this  success- 
fully are  declared  winners.  Names  of  flowers,  birds  or  animals  may  be  substi- 
tuted in  place  of  col(>rs. 

CATCH  SLAP.     (Schoolroom  or  Playground.) 

A  Ping  Pong  Racket  or  Ruler  to  be  used  for  a  slapper. 

Players  stand  in  a  close  circle,  shoulder  to  shoulder. 

One  player  stands  in  the  center  of  the  circle. 

The  object  of  this  game  is  to  slap  the  center  player  with  the  ruler  or  racket 
and  not  be  caught  by  him  while  doing  it.  The  players  stand  facing  him,  hands 
behind  their  backs,  passing  the  ruler  or  racket  from  player  to  player.  "When- 
ever it  seems  possible  to  slap  the  center  one  without  him  seeing  who  does  it,  a 
player  takes  advantage  of  the  opportunity.  The  center  one  at  once  makes  an 
attempt  to  locate  the  holder  of  the  slapper.  If  he  does  so,  places  are  ex- 
changed, but  it  must  be  an  actual  catch.  It  is  unfair  for  any  member  of  the 
circle  to  slap  the  center  player  unless  that  player  has  the  racket  in  his  or  her 
hand  at  the  time. 

HUSTLE  A"WAY— TAG.     (Playground.) 

Partners  lock  arms. 

Two  extra  players  as  runners. 

All  the  plaj'ers  lock  arms  and  scatter  about  the  playground  in  order  to 
give  plenty  of  running  space  for  the  game.  "It,"  or  the  chaser,  starts  after 
the  second  runner,  who.  in  order  to  save  himself  from  licing  tagged,  locks  arms 
with  one  of  the  partners  of  any  couple,  the  third  member  of  the  group  immedi- 
ately becoming  the  player  to  be  chased.  If  "It"  succeeds  in  catching  any 
player,  the  one  tagged  or  caught  immediately  becomes  the  chaser  and  starts 


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FOR  SCHOOLS  AND  PLAYGROUNDS  149 

after  tlu'  one  wlio  was  "It"  in  the  tlrst  phuu'.  IShort  nins  are  to  he  eiicouraj^eil 
and  all  sort.s  o\'  tricks  should  be  used  to  keep  the  player  guessing'  as  to  where 
a  runner  is  going'  to  stop.  This  keeps  the  interest  up  to  a  high  pitch  and  makes 
the  ganu'  one  of  the  most  beneficial  and  intt'resting  that  can  be  found. 

KEEP  AWAY.     (TAKE  AWAY.)     (Playground.) 

Players  form  two  teams. 

Base  Ball,  Basket  Ball  or  Volley  Ball. 

The  ball  is  set  in  motion  by  a  plaj'er  of  one  team  throwing  it  to  another 
on  the  same  side.  Players  of  the  opposite  team  endeavor  to  catch  it  as  it  is 
thrown,  and  if  any  player  is  successful,  throws  it  to  one  on  his  side.  The  play 
must  be  fast  to  make  the  game  of  interest.  If  there  is  a  large  number  of 
players,  it  is  better  to  divide  them  into  separate  groups,  one  ball  to  each  group. 
The  game  should  be  limited  to  sixteen  players. 

VOLLEY  BALL. 


This  is  a  game  that  is  suitable  for  use  on  the  Playground  or  in  the  Gym- 
nasium and  ma}'  be  played  by  any  number,  so  long  as  the  court  is  not  too 
crowded.  Each  player  should  be  able  to  cover  a  minimum  floor  space  of 
8  feet  by  8  feet  and  a  maximum  space  of  10  feet  by  10  feet. 

The  game  consists  in  keeping  a  ball  (made  of  a  rubber  bladder  and 
covered  by  leather  or  canvas)  in  motion,  back  and  forth,  over  a  high  net. 
The  top  of  the  net  should  be  Ti^  feet  from  the  ground  or  floor. 

The  game  is  started  by  one  player  on  either  side  serving  the  ball  over 
the  net  into  the  opposite  court.  The  opponents  return  it,  and  in  this  way 
the  ball  is  kept  in  motion  back  and  forth  over  the  net  until  some  player  on 
either  side  fails  to  return  it  or  knocks  it  out  of  bounds.  The  ball  to  be  in 
play  must  not  strike  the  ground. 

Rules. 

1.  The  game  consists  of  any  number  of  points  agreed  upon  by  botli 
teams,  but  the  usual  number  is  twenty-one. 

2.  The  ground,  or  floor  space,  should  be  25  feet  wide  by  50  feet  long 
and  a  net  is  suspended  half  way  on  the  50  foot  lines,  which  gives  a  playing 
space  of  25  feet  by  25  feet  to  each  team.  The  size  of  the  court  may  be 
changed,  however,  to  suit  the  convenience  of  the  space  obtainable. 

3.  The  net  should  be  2  feet  wide  by  27  feet  long. 

4.  A  ball  not  less  than  25  inches  nor  more  than  27  inches  in  eireumfer- 
ence  is  used  for  the  game. 

The  Server  and  Service. 

1.  The  server  is  the  term  applied  to  the  jjlayer  who  tosses  th(^  bal'  into 
the  air  with  one  hand  and  bats  it  over  the  net  with  the  other. 

2.  His  position  is  at  the  rear  line  of  his  court,  one  foot  on  the  line  and 
the  other  within  the  court. 


150 


PHYSICAL  EDUCATIOX  COMPLETE 


3.  The  ball  must  never  be  struck  with  the  closed  tist.  Always  use  the 
open  hand  and  learn  to  use  the  portion  of  the  hand  nearest  the  wrist. 

4.  A  ball  that  is  served,  to  be  a  "good  ball"  must  go  at  least  10  feet 
from  the  player  who  served  it. 

5.  Each  server  has  two  chances  to  serve  a  ball  in  tlie  opposite  court. 
A  "Net"  Ball  (one  which  just  tips  the  net)  entitles  the  server  to  another  try. 
Failure  to  accomplish  this  retires  the  server. 

6.  If  successful  in  his  serve,  he  continues  to  serve  until  his  side  fails 
to  return  the  ball  or  knocks  it  out  of  bounds. 

7.  Players  on  each  team  are  numbered  1,  2,  3,  4,  5,  etc.,  and  serve  in 
turn. 

8.  The  service  for  the  second  game  begins  with  the  player  next  in  turn 
to  the  player  who  served  when  the  first  ^ame  was  completed. 


POST 


SERVERS   POSITION' 


*  UMPIRES 

POSITION 

/a 

1 

1 

10 

15 

6 

6 

15 

II 

7 

2 

2 

7 

II 

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12. 

8 

3 

3 

8 

IZ                  H 

IS 

/3 
/  4- 

9 

4- 
5 

4- 

9 

5 

13         /6 
14- 

> SERVER'S  POSITION 


^POST 


9.  The  server  may  be  assisted  in  getting  the  ball  over  the  net  by  any 
one  of  his  men  striking  it  before  it  reaches  the  net. 

10.  The  ball  may  be  sent  to  any  part  of  the  opponents'  court. 

11.  A  ball  which  strikes  the  net  or  anything  within  the  playing  space 
and  then  falls  good  in  the  opponents'  court  is  called  a  fault.  (This  is  not 
the  ease  after  the  ball  is  in  play.) 

12.  If  a  ball  that  is  served  strikes  the  net  or  anything  within  the  playing 
space  and  afterwards  falls  outside  the  opponents'  court  it  causes  the  serving 
side  to  give  up  the  ball. 

13.  When  the  ball  is  in  play,  that  is  after  the  service,  a  "Net  Ball"  is 
equivalent  to  a  return  and  is  to  always  be  so  considered. 

14.  A  ball  which  strikes  the  boundary  line  anywhere  is  a  good  ball  and 
if  unreturned  entitles  the  server  to  a  point,  or  the  receiving  side  the  ball. 

15.  Only  the  serving  side  scores. 

16.  A  ball  "in  play"  is  one  that  lias  l)een  successfully  served  and 
returned. 

Scoring. 

Five  chances  to  make  a  point. 

1.  Each  good  service  unreturned. 

2.  Each  ball  in  i)lay  unreturned. 


FOR  SCHOOLS  AND  PLAYGROUNDS  LSI 

3.     Eaeli   ball   kuoeked   out    uf   hounds    by   the   receiving   side,   providing 
the  serving  side  does  not  strike  at  it. 

■i.     If  a  player  on  the  receiving  side  touches  the  net. 

5.     If  the  server  serves  a  l)all  out  of  bounds  and  the  receiving  side  strikes 


at  it. 


Play  and  Players. 


1.  If  a  player  on  the  serving  side  touches  the  net  the  liall  goes  to  the 
receiving  side. 

2.  Should  a  player  on  each  side  of  the  net  touch  the  net  at  the  same 
time  the  ball  is  declared  ont  of  play  and  the  server  repeats  the  serve. 

3.  The  ball  goes  to  the  opposite  side  when  a  player  catches  and  holds 
the  ball,  even  for  an  instant. 

4.  The  ball  is  declared  out  of  play  whenever  it  touches  the  floor. 

5.  Dribbling,  that  is  batting  the  ball  in  quick  succession,  is  not  allowed. 

6.  If  the  ball  is  struck  twice  in  succession  by  a  pla^^er  it  goes  to  the 
opposite  side. 

7.  The  umpire  has  the  right  to  disqualify  any  player  who  kicks  the  ball. 

8.  A  player  must  never  be  supported,  either  by  an  object  or  any  other 
player,  when  he  strikes  the  ball. 

9.  No  player,   except  the   captain,   is  privileged  to   address  the  umpire. 
10.     A  ball  that  is  knocked  under  the  net  is  declared  out  of  play.     It  goes 

to  the  opposite  side  in  such  an  event. 

11.  A  ball  is  still  in  play  if  it  strikes  any  object  within  the  playing 
space  and  rebounds  into  the  court. 

12.  A  ball  is  declared  out  of  play  and  goes  to  the  opposite  side  if  it 
strikes  any  object  outside  of  the  playing  space  and  rebounds  into  the  court. 

Valuable  Hints  to  Players. 

1.  Be  interested  and  great  will  be  your  reward. 

2.  Avoid  playing  the  ball  when  it  is  clearly  Avithin  the  territory  of 
another  player. 

3.  Never  lose  a  chance  to  play  the  ball  when  it  is  yours. 

4.  Keep  your  eyes  constantly  on  the  ball. 

5.  Develop  team  ^tork  by  knocking  the  ball  from  one  to  another  on 
the  same  team. 

6.  Watch  your  chance  to  knock  it  over  the  net  in  unguarded  spots. 

7.  It  is  well  to  learn  to  use  both  hands  in  returning  the  ball. 

CAPTAIN  BALL. 

Captain  Ball  is  a  game  especially  adaptable  to  Rural  School  Playgrounds, 
as  it  can  be  played  by  any  equal  number  of  players  and  by  many  of  the  grades. 
As  it  accommodates  itself  to  any  number  of  ]dayers  according  to  the  play  space 
available,  it  is  one  of  the  best  games  for  all  School  Plavgrounds. 


152 


PHYSICAL  EDUCATION  COMPLETE 


Directions  for  Playing  Captain  Ball. 

The  Field:  'J'lie  spaee  that  can  be  allotted  to  the  game  is  divided  into 
two  equal  courts  (see  diagram  A-B  and  C-D)  with  a  strip  (B-C)  four  feet 
wide  between. 

Boundary  lines  being  thus  established,  circles,  or  squares  if  more  con- 
venient, two  feet  in  diameter  are  marked  off  on  each  court.  The  number  of 
these  goal  boxes  will  be  determined  by  the  size  of  the  courts  and  by  the  num- 
ber of  players,  there  being  one  goal  for  every  two  players.  The  Captains' 
goals  (No.  1)  are  placed  in  the  middle  of  each  court  near  the  end  boundary 
lines  (A  and  D). 


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The  Team:  Players  are  formed  into  two  e(iiial  teams,  each  having  a 
Captain  (box  1),  a  Fielder  (strip  B-C),  Coalers  (boxes  2,  3,  4,  5,  6),  and 
Guards  (outside  of  the  boxes). 

The  Game. 
Select  Teams. 

Choose  Ca])taiiis  and  Fielders. 
Captains  take  position  in  goal  boxes  No.  1. 
P^ielders  take  position  in  strip  B-C  opposite  each  other. 
Captain  stations  Coalers  in  boxes  2  ,3,  4,  f),  (>  of  Court  C-D,  and  (inards 
in  front  of  goals  in  court  A-B. 

6.  Captain  stations  Coalers  in  boxes  2,  3,  4,  5,  G  of  court  A-B,  and  (iu.irds 
in  front  of  goals  in  court  C-D. 


1. 
2 

3. 
4. 
5. 


FOR  SCHOOLS  AXD  PLAYGROUNDS  153 

7.  The  Game  is  called  b.v  the  Referee's  whistle.  He  takes  his  position 
ill  the  strip  B-C  between  the  two  Fielders  and  tosses  up  a  basket-ball. 

8.  The  Fielder  who  secures  possession  of  the  ball  tries  to  toss  it  to  the 
nearest  Goaler  of  his  side,  the  opposing-  Fielder  guarding  to  prevent  the  throw 
and  to  secure  the  ball  to  toss  to  his  Goaler. 

9.  The  ball  is  kept  in  ])lay  hy  being  tossed  from  Goabn-  to  Goaler  until 
it  is  caught  by  a  Captain.  This  scores  a  point  for  tluit  side  and  the  ball  goes 
to  the  Referee  for  another  toss. 

10.  Any  score  decided  upon  by  the  Captains  constitutes  a  game. 

Duties  of  the  Players. 

1.  It  is  the  duty  of  the  Captain  to  try  and  catch  the  ball  when  thrown 
to  him  by  a  Goaler. 

2.  The  Goalers  are  to  get  the  ball  when  thrown  to  them  by  a  Goaler  or 
a  Fielder,  or  whenever  it  can  be  picked  up  near  their  goal,  and  throw  it  to 
Goaler  No.  2,  who  in  turn  throws  it  to  his  Captain.  Goalers  may  step  one 
foot  only  out  of  the  goal  in  order  to  obtain  the  ball. 

3.  The  Guards  are  to  guard  the  goal  boxes  and  prevent  the  Goalers 
from  gaining  possession  of  the  l)all.  They  must  not  step  into  the  goals  or 
on  the  line,  but  may  play  anywhere  in  their  court  and  recover  a  ball  that 
goes  out  of  bounds.  The  Guards  may  throw  the  ball  to  each  other  and  to 
the  Fielder  of  their  side. 

4.  The  Fielders  will  always  throw  the  ball  to  their  nearest  Goaler.  They 
may  play  in  the  strip  B-C  and  just  over  the  line  of  their  own  court. 

5.  The  Referee  calls  the  game,  declares  fouls  and  keeps  the  score. 

Rules. 

1.  A  ball  that  goes  out  of  bounds  must  be  returned  Ijy  the  nearest  Gmird 
to  the  spot  where  it  crossed  the  boundary  line,  and  from  that  point  thrown 
to  another  Guard. 

2.  Fielders  throw  the  liall  to  Goalers  only. 

3.  Goalers  throw  the  ball  to  each  other ;  the  ball  may  be  thrown  to  the 
Captain  only  by  Goaler  No.  2. 

■4.     Guards  throAv  the  ball  to  each  other  and  their  Fielder. 

5.  The  ball  should  be  thrown  rapidly  from  player  to  player,  the  object 
being  to  get  it  to  Goaler  No.  2  as  quickl}-  as  possible,  as  this  is  the  only 
player  who  is  entitled  to  throw  the  ball  to  the  Captain  except  in  case  of  a 
"free  throw." 

6.  A  foul  entitles  the  opposing  team  to  a  "free  throw,"  which  may  be 
made  by  either  No.  5  or  No.  6  Goaler,  who,  unguarded,  makes  the  throw  to  the 
Captain. 

7.  Guarding  may  be  done  only  by  juniiiing  to  catch  the  ball  as  it  leaves 
the  hands  of  the  thrower.  The  ball  must  be  caught,  not  batted  with  the  hands 
or  blocked,  and  no  throw  must  be  prevented  by  "over-guardin2-. " 


154 


PHYSICAL  EDUCATION  COMPLETE 


8.  Care  should  be  exercised  in  the  placing  of  pla.yers  to  see  that  the 
Goaler  and  opposing  Guard  are  about  the  same  height,  as  otherwise  the  taller 
players  have  too  much  of  an  advantage. 

Fouls. 

1.  For  a  Goaler  or  the  Captain  to  step  both  feet  outside  the  goal  box; 
for  a  Guard  to  step  in  a  goal  box;  for  any  plaj'er  to  step  on  a  boundary  line 
of  the  courts  or  a  goal  box. 

2.  For  a  player  to  knock  the  ball  out  of  another  players  hands  or  to 
block  a  throw. 

3.  Kicking,  bouncing  the  ball  or  batting  the  ball  with  the  hands. 

4.  The  Keferee  may  foul  a  player  for  over-guarding  or  rough  play. 

5.  It  is  a  foul  play  to  throw  the  ball  to  any  but  the  right  player  (see 
Duties  of  Players,  No.  2,  No.  3  and  No.  4). 

6.  For  a  player  to  hold  the  ball  longer  than  3  seconds. 

7.  A  ball  that  is  caught  and  held  by  two  players  is  a  "simultaneous  foul," 
and  entitles  both  sides  to  a  "free  throw." 

8.  (Players  who  refuse  to  abide  by  the  decision  of  the  Referee  shall  be 
ordered  from  the  court.) 

Arranged  by   Emma   A.   Wilson. 

GERMAN  BAT  BALL  NU^MBER  ONE. 

Anv    number    to    make 


xxxxxxxx  ETC. 
I    234-5678 


X  =  BATTERS 
*=  FIELDERS 


Players : 
equal  teams. 

Field :  ^Marked  t)ff  according  to 
diagram  and  always  ten  feet  from  the 
Batting  Line  (A)  to  the  Home  Line 
(Bj.  ]\rake  larger  according  to  the 
number  of  players. 

*  Apparatus  :    Volley  Ball  or  Basket 
Ball  and  a  Goal  Post  (X). 

The  Players  are  formed  into  two 
teams,  the  Batters  and  Fielders,  who 
toss  up  for  first  position  as  Batters. 
The  Batters  take  position  on  the  line 
A-A,  in  turn,  for  batting,  and  the 
Fielders  may  cover  the  territory  in  and 
around  Courts  1  and  2. 

Rules. 

1.  The  Batters  iiiust  bat  accord- 
ing to  number  and  stand  for  batting 
on  the  l)atting  line  (A). 

2.  The  ball  is  batted  as  in  Volley  Ball,  with   the  open   liand  if  a   Volley 
Ball  is  used,  nnd  llie  clenched  fist  if  a  Basket  Ball  is  used.     Each  Batter  is 

.allowed  two  chances  to  get  the  ball  across  llic  lioiiic  line     il   must  he  sent,  in 
all  cases,  across  the  llomc  Line  ui-  the  halter  loses  his  tiini. 


* 


60AL(x)  POST 


FOR  SCHOOLS  AXD  PLAYGROUNDS 


LSS 


GERMAN    BAT   BALL— FOURTH    AND    FIFTH   GRADES. 


3.  After  batting  the  hall  the  Batter  runs  across  the  Home  Line,  through 
Court  number  one,  around  the  Goal  Post  (X)  and  up  through  Court  number 
two,  back  to  the  Batters'  Box.  This  constitutes  a  "run"  and  scores  one  point 
for  his  team.  If  he  is  hit  l)y  the  l)all  thrown  ])y  a  Fielder  before  he  reaches 
the  Batters'  Box  he  is  "out"  and  must  take  his  place  in  line  to  await  his  turn 
to  bat  again. 

Fouls. 

1.  To  run  with  the  ball. 

2.  To  hold  the  ball  longer  than  five  seconds. 

3.  To  interfere  with  a  runner. 

Scoring. 

Each  run  scores  one  point,  and  a  team  remains  at  the  bat  until  three 
players  have  been  hit  out  by  Fielders. 

A  foul  gives  one  point  to  the  opposing  team. 

Any  score  determined  upon  at  the  beginning  of  the  game  shall  constitute 
a  game,  or  the  greatest  score  earned  within  a  certain  time  names  the  winning 
team. 

(Note — A  particularly  good  game  for  ungraded  classes.) 

GERMAN  BAT  BALL  NUMBER  TWO. 

This  is  a  modification  of  German  Bat  Ball  Nundjer  One  and  is  particulai'ly 
adaptable  w^here  there  are  but  a  few  players  available. 

Players  are  formed  into  two  squads,  who  score  individually,  as  follows: 

1.  If  a  Batter  is  hit  out  by  a  Fielder  he  is  declared  "out"  and  at  once, 
changes  places  with  the  Fielder  who  hit  him  out.  The  new  Batter  now  takes 
his  place  at  the  end  of  the  line  to  await  his  turn  to  bat. 

2.  Fouls  count  against  the  score  of  the  player  who  makes  them. 

3.  At  the  end  of  the  game  the  player  having  scored  the  greatest  number 
of  runs  is  the  winner. 

4.  The  length  of  time  a  game  is  to  run  is  decitlcd  ujjou  before  the  play 
is  started.  This  may  be  ten,  twenty,  thirty  minutes  or  even  a  longer  time  if 
desired. 


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FOR  SCHOOLS  AXD  PLA\OROUNDS 
I'LAYGROrXD  BASEBALL.     (Ahhr.viated  Rules.) 


157 


'i'liis  is  an  itlcal  gaiiu'  i'or  l)olli  hoys  and  girls  I'l-oni  the  i'ourth  grade  age 
llirougli  the  eighth,  and  is  particularly  recommended  for  girls  of  High  Schools 
and  Normals. 

How  to  Mark  Off  the  Diamond. 


C 


3C^BASt 


.''B 


'i^Jbase 


HOME  PLATE 


The  distance  around  the  Diamond  on  "IntieJd"'  is  1-iO  feet,  divided  to 
form  a  perfect  square,  each  side  of  whieli  is  35  feet  long. 

The  Home  Plate  is  1  foot  square.  p,laced  inside  the  Diamond  and  in  con- 
tact with  the  lines  Home  to  1st  Base  and  Home  to  3rd  Base. 

1st.  2nd  and  3rd  Bases  are  II2  ft^et  square,  placed  inside  the  Diamond 
in  contact  Avith  the  lines  between  bases. 

The  Pitcher's  Plate  is  10  inches  by  2  inches,  made  of  any  hard  substance 
and  placed  30  feet  distant  from  the  Home  Plate  on  a  line  between  Home 
and  2nd. 

The  distance  from  Home  to  2nd  Base  across  the  Diamond  is  48^  feet. 

The  distance  from  1st  to  3rd  across  the  Diamond  is  48^^  feet. 

The  Batsman's  Box. 

The  Batsman's  Box  is  placed,  one  on  each  side  of  the  Home  Plate,  each 
being  3  feet  wide  b.y  4  feet  long,  and,  placed  in  such  position  that  they  touch 
the  lines  of  the  Diamond.  1  foot  in  front  of  the  Home  Plate  and  3  feet  behind  it. 

Fair  and  Foul  Ground. 

From  1st  and  3rd  Bases,  lines  are  extended  to  the  boundaries  of  the 
grounds.  The  Foul  Lines  are  those  from  the  outer  corners  of  the  Home  Plate, 
along  the   outside   edges  of   1st   and  3rd   Bases   along  the   extensions   to   the 


158  PHYSICAL  EDUCATION  COMPLETE 

boundaries  of  the  trrounds.     All  the  space  outside  these  lines  is  Foul  Ground 
and  all  within.  Fair. 

Infield  and  Outfield. 

The  regular  Diamond  forms  the  Infield  and  the  field  within  the  extension 
lines  from  1st  and  3rd  Bases  to  the  boundaries  of  the  grounds,  covers  what 
is  knoAvn  as  the  Outfield. 

Ball  and  Bat. 

A  12-ineh  ball  is  used  where  the  play  space  is  unlimited. 

A  14-inch  ball  is  used  where  there  is  less  room. 

A  17-inch  ball  is  used  where  the  play  space  is  very  limited. 

The  bat  should  measure  about  2%  feet  by  2  inches  at  the  widest  part. 

Players. 

There  are  ten  players  on  a  side.  Pitcher,  Catcher,  1st,  2nd,  3rd  Basemen, 
Right,  Center  and  Left  Fielders  and  Right  and  Left  Shortstops.  The  players 
are  assigned  their  respective  positions  by  their  Captain. 

Game. 

The  regular  game  consists  of  nine  innings;  hoAvever,  it  may  be  shortened 
to  seven  or  five,  as  decided  upon  by  the  two  Captains.  The  choice  of  innings 
may  be  decided  by  flipping  a  coin  or  by  a  player  from  each  team  being  chosen 
to  toss  the  bat  to  each  other  known  as  "Hands  Method."  (In  this,  one  takes 
the  bat  in  o]ie  hand  and  pitches  it  to  the  opponent,  who  catches  it  with  one 
hand.  The  tosser  then  places  one  hand  around  the  bat  just  above  the  catcher's 
hand,  the  catcher  following  with  one  hand  and  so  on,  alternating  until  the 
handle  of  the  bat  is  reached.  One  point  is  scored  for  the  boy  or  girl  who  last 
gets  his  ENTIRE  hand  on  the  hi\t.  The  palm  of  a  hand  rubbed  over  the  end 
of  the  bat's  handle  may  touch  both  the  bat  and  player's  hand,  but  it  must 
touch  the  bat,  anyway-.     The  best  two  throws  out  of  three  decide  the  winner.) 

*  Good  and  Bad  Balls. 

A  ball  which  has  been  legally  delivered  by  the  Pitcher  and  passes  over 
any  part  of  the  Home  Plate,  not  lower  than  the  Batsman's  knees  nor  higher 
than  his  shoulders,  is  what  is  known  as  a  "Good  Ball."  Anything  else  is  a 
"Bad  Ball"  and  termed  "Ball"  by  the  Umpire. 


Illegal  Balls. 

If  the  Pitcher's  foot  is  not  in  contact  with  the  Pitcher's  Plate,  or  more 
than  one  step  forward  is  taken  in  delivering  the  ball,  it  is  tci-med  "Illegal" 
and  gives  the  Batter  a  base. 

Pitcher's  Position. 
The  Pitcher  faces  the  Bailer,   bdlh    Teet    nii    the   ground,   in   front   of  the 
Pitcher's  Plate.     When  delivering  the  ball  to  the  hat  he  must  keep  one  foot  in 
contact  with  the  Pitcher's  Plate,  and  ONE  FORWARD  STEP  ONLY  IS  AL- 
LOWED WHEN  PITCHING  THE  BALL. 


FOR  SCHOOLS  AND  PLA^CiROUNDb  159 

Pitching. 

The  ball  must  be  delivered  to  tlic  l);it  by  tlu^  underhand  throw,  the  arm 
swung'  i)arallel  with  the  body  on  the  final  swing.  All  other  plaj^s  may  be 
made  hx  the  overhand  throw. 

The  Pitcher  must  hold  the  ball  in  front  of  his  body  and  in  plain  sight 
of  the  Umpire  before  delivery  to  the  bat. 

Balk. 

Should  the  Pitcher  hold  the  ball  sufficiently  long  as  to  unnecessarily  delay 
the  game  or  to  make  a  motion  as  if  delivering  the  ball  without  his  doing  so, 
shall  be  termed  a  "Balk,"  and  gives  the  Base  Runner  a  l)ase. 

Dead  Ball. 

A  ball  delivered  by  the  Pitcher  which  strikes  the  Batter  is  called  a  "Dead 
Ball,"  BUT  IT  DOES  NOT  GIVE  THE  BATTER  A  BASE.  Should  the  Batter 
intentionally  place  himself  in  such  a  position  as  to  be  struck  by  a  ball,  or 
should  he  interfere  in  any  w^ay  with  the  ball  that  is  pitched,  a  "Strike"  is 
called  on  him. 

Block  Ball. 

A  Block  Ball  is  one  that  is  batted  or  thrown  by  a  player  and  stopped  by 
any  person  wdio  has  no  part  in  the  game.  When  such  occurs,  the  Base  Runners 
must  stop  at  the  last  base  touched  and  there  remain  until  the  Umpire  again 
calls  "Play." 

Fair  and  Foul  Balls. 

A  Fair  Ball  is  one  which  strikes  inside  or  OX  the  Foul  Line,  the  VERY 
FIRST  POINT  OF  CONTACT  WITH  THE  GROUND  DECIDING  THIS 
POINT,  REGARDLESS  OF  AVIIERE  THE  BALL  MAY  AFTERWARDS 
ROLL. 

A  Foul  Ball  is  one  which  strikes  outside  the  Foul  Line,  even  though  it 
may  afterwards  roll  inio  the  Diamond. 

Foul  Tip.     Foul  Hit.     Foul  Strike. 

1.  Foul  Tip.  This  is  a  ball  that  tips  the  bat  but  does  not  go  higher  than 
the  Batter's  head. 

2.  Foul  Hit.  This  is  a  ball  that  the  Batter  hits  and  which  lands  outside 
of  fair  ground. 

3.  Foul  Strike.  This  is  a  ball  that  is  batted  by  the  Batter  into  fair 
ground  while  the  Batter  has  had  some  part  of  his  body  outside  the  Batter's 
Box. 

Strikes. 
There  are  four  chances  to  call  a  "Strike"  on  a  Batter,  namely: 

1.  A  ball  struck  at  by  the  Batter  without  it  touching  his  bat. 

2.  A  Foul  Tip  caught  by  the  Catcher. 

3.  A  "Good  Ball"  pitched  which  is  not  struck  at  by  the  Batter. 

4.  A  ball  legally  delivered  by  the  Pitcher  but  which  is  intentionally 
interfered  with  bv  the  Batter. 


160  PHYSICAL  EDUCATION  COMPLETE 

(Note — Any  Base  Riiiiner  may  advanee  nn  a  Foul  T\p  eanoht.  th(^  same 
as  on  a  regular  strike.) 

Regular  Order  of  Base  Running. 

Each  Base  Runuer  must  toiicli  each  base  in  regular  order  of  running, 
1st,  2nd,  3rd  and  Home,  or  3rd,  2nd,  1st  and  Home. 

In  Playground  Baseball  we  have  our  choice  of  making  1st  or  3rd  Base 
the  1st  Base,  but  THERE  MUST  BE  NO  BASE  RUNNER  ON  ANY  BASE 
AVHEN  THE  BATSMAN  BECOMES  A  BASE  RUNNER  AND  MAKES  THIS 
SELECTION.  The  next  man  to  the  bat  must  follow  in  this  order  JUST  AS 
LONG  AS  THERE  IS  ANY  RUNNER  ON  A  BASE. 

The  Batter  Is  Out. 

1.  If  he  bats  out  of  his  turn  and  makes  a  fair  hit  before  the  mistake  is 
discovered. 

2.  If  he  is  not  in  his  i^osition  in  the  Batter's  Box  inside  one  minute  after 
the  Umpire  has  called  "Batter  up." 

3.  If  li    makes  a  Foul  Hit  which  is  caught  IN  A  FIELDER'S  HANDS. 

4.  If  h    makes  a  Foul  Strike. 

5.  If  he  has  three  strikes,  the  third  being  caught  by  the  Catcher.  (The 
Batter  is  allowed  to  run  on  the  third  strike.) 

6.  If  he  intentionally  interferes  with  tlic  Catcher  in  fielding  the  ball. 

7.  If  struck  by  the  ball  on  his  third  strike. 

The  Batsman  a  Base  Runner. 

1.  The  Batter  is  a  Base  Runner  instantly  AFTER  he  makes  a  fair  hit. 

2.  After  the  Umpire  calls  "Ball  Three"  on  him.  This  gives  him  a 
"walk,"  but  he  must  get  to  1st  Base  without  any  delay. 

3.  After  the  Umpire  calls  "Strike  Three"  on  him. 

4.  After  the  Umpire  calls  an  "Illegal  Delivery"  on  the  Pitcher. 

When  a  Base  Runner  Should  Start. 

1.  AFTER  A  PITCHED  BALL  HAS  REACHED  OR  PASSED  THE 
PITCHER'S  HANDS.  (Should  this  rule  be  violated  the  Base  Runner  may  be 
called  back  for  premature  starting.) 

2.  NO  BASE  RUNNER  IS  ALLOWED  TO  "SNEAK"  OR  "STEAL" 
BASES. 

3.  EACH  BASE  RUNNER  MUST  BE  ON  HIS  BASE  WHEN  THE 
PITCHER  IS  READY  TO  DELIVER  THE  15ALL  TO  TIIF  BAT. 

Base  Runners  Entitled  to  Bases. 

The  Base  Runner  may,  without  being  ])ut  out.  take  (•ue  ])ase  in  th(^  fol- 
lowing instauces  : 

1.  If,  as  Batter,  the  Umpire  calls  "Ball  Three." 

2.  If  the  Batter  who  follows  is  given,  for  any  reason  whatsO(>V(M\  a  base. 

3.  ir  tlie  Umpire  declares  a  "Balk." 

4.  If.  while  he  is  BattcM-.  tlie  Uiniiire  dcM-lai-es  an  "Illegal   Pitch." 


FOR  SCHOOLS  AND  PLAYGROUNDS  161 

5.  If  llie  i'itelK'r  elclivers  the  ball  to  the  Uatter  hefore  the  l>a.se  Kiiuner 
has  had  time  to  return  to  liis  base. 

6.  If  a  Fair  Hit  tt>iiehes  the  person  or  elotliiiig'  of  the  riiipire  while  he 
is  on   lair  ground.  .  • 

7.  If  au  opponent  interferes  witli   liini  reaching  his  base. 

8.  Only  one  1)ase  may  be  taki'n  on  a  "Pass  Ball"  (one  which  pass(^s  or  is 
"muffed'"  by  a  player). 

Base  Runner  May  Be  Put  Out. 

1.  If.  Avhile  Batter,  a  Fair  Hit  is  made  and  eaught  by  a  Fielder  before 
it  touehes  the  ground.     Known  as  a  "Flj^" 

2.  If.  while  Batter,  his  third  strike  is  caught  before  it  touches  the  ground 
or  an  object. 

3.  If.  after  the  third  strike,  he  is  touched  Avith  tht^  ball  by  any  player 
before  he  touches  his  legal  base. 

4.  If,  in  running  the  bases,  a  runner  runs  more  than  three  feet  from  the 
lines  of  the  Infield  in  order  to  avoid  being  touched  by  the  ball  in  +he  hands 
of  any  player. 

(Note — Should  a  player  be  standing  in  the  Base  Runner's  ji-ith  in  his 
attempt  to  catch  the  ball,  the  Base  Runner  is  entitled  to  run  out  of  the  regular 
path  and  must  not  be  declared  out  for  having  done  so.) 

5.  If  a  Base  Runner  runs  into  a  ])layer  who  is  trying  to  catch  a  batted 
ball  or  intentionally  interferes  with  a  thrown  ball. 

6.  If  at  any  time  while  the  ball  is  in  play  lie  is  touched  with  the  ball  in 
the  hands  of  any  player  while  some  part  of  his  jnn'son  is  not  in  contact  with 
his  legal  base.  PROVIDED  THE  ONE  WHO  TOUCHES  HEM  DOES  NOT 
DROP  THE  BALL  AFTER  TOUCHING  HIM. 

7.  Base  Runner  may  be  put  out  if  there  is  failure  to  touch  any  base  to 
which  he  has  run.  He  may  be  put  out  at  the  base  he  has  failed  to  touch  by 
a  player  who.  holding  the  ball  in  his  hands,  goes  to  that  base  and  touches  it. 

(Note — Any  Base  Runner  is  entitled  to  overrun  a  base  he  has  reached 
and  touched,  BUT  HE  MUST  RETURN  AT  ONCE  TO  THE  BASE  AND 
TOUCH  IT  AGAIN.) 


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FOR  SCHOOLS  AND  PLA^-GROUNDS 


163 


SOCCER  FOOTP.ALL. 
Diagram  of  One-liall'  llie  Field  and  a  Short  Synopsis  of  the  Rules. 

HA L F  WA Y 


CORNER 
fLAO 


LEFT 


/N  g]  S/DE 
LEFT 


LJNE 


Ifi^SIDE 
RIGHT 


OUT\^S/0£ 
RIGHT 


LEFT^HALF 
BACK 


CENT  en  ^HALF 
BACK 


RIGHT^HAIF 
BACK 


132 


PENALTY      RAD/ US 


L.FULL  BACK 
X 


».FULL  BACK 
X 


GOAL         AREA 
60AL  X  KEEPER 


GOAL 


.GOAL^ 
300' 


LINE 


CORNER 
FLAG 


Players :     Eleven  on  a  side. 

Field:  Maximum  size,  390  feet  by  300  feet;  minimum  size,  300  feet  by 
150  feet. 

Center  of  Half  Way  Line  should  be  indicated  by  a  mark  of  some  suitable 
nature. 

Center  Circle:     Diameter.  60  feet. 

Goals:  138  feet  from  each  Corner  Flag'  on  the  Goal  Lines  (24  feet  apart) 
set  two  upright  posts,  8  feet  high,  with  a  l)ar  across.  The  greatest  width  of 
the  goal  posts  and  depth  of  the  bar  shall  be  5  inches. 

Penalty  Kick  Mark:  Placed  36  feet  from  llic  center  of  the  Goal  Line, 
directly  in  a  line  with  the  center  of  the  circle. 

Ball:  The  ball  shall  b(^  27  inches  in  circumference  and  not  more  than 
28  inches. 

Time  of  Game  :     90  minutes,  unless  otherwise  agreed  upon. 

Ends  shall  be  changed  at  half  time,  five  minutes  allowed  between  halves. 

Winners  of  the  toss  may  have  choice  of  kick-off  or  goals. 

Object  of  the  Game :  To  KICK  the  ball  between  the  Goal  Posts  under  the 
bar — not  thrown,  knocked  on.  or  cari-ied  hy  any   player  of  the  attacking  side. 

Simple  Rules  for  the  Game  of  Soccer  Football. 

(The    following    rules    arranged    by    W.    E.    VAN    GILDER) 

The  ball  is  in  play  on  the  kick-off'  when  it  has  rolled  completely  over. 
The  player  who  first  kicked  it  cannot  jilay  it  again  until  it  has  been  played 
by  another  player. 


104  PHYSICAL  EDUCATION  COMPLETE 

All  opposing  players  shall  be  al  least  ten  yai'ds  fVoni  the  ball  on  the 
kick-ofif. 

When  the  ball  is  kicked  out  of  liounds  the  Linesmen  decide  which  side 
put  it  out.  and  it  is  thrown  iiilo  the  Held  of  play  again  by  the  opposite  side. 
The  player  who  throws  it  in  must  stand  with  part  of  both  feet  on  the  side 
line,  throw  the  l)all  with  both  hands  over  his  head,  and  he  must  not  play 
the  ball  again  until  it  has  been  played  by  another. 

When  the  ball  is  kicked  behind  the  goal  line  by  one  of  the  attacking 
side,  it  is  kicked  onto  the  field  of  play  l)y  one  of  the  defenders  from  a  point 
nearest — on  the  goal  area. 

When  it  is  kicked  behind  the  goal  line  by  one  of  the  defenders  it  is  then 
kicked  onto  the  field  of  play  by  one  of  the  attacking  side  from  the  corner 
flag,  called  a  corner  kick. 

In  case  play  is  suspended,  or  a  double  foul  committed,  the  Referee  drops 
the  ball  on  the  ground  at  that  i)oint.  and  as  it  touches  the  ground  is  in  play 
again. 

A  goal  is  scored  when  the  ball  has  passed  between  the  goal  posts  below 
the  cross  bar.  In  case  the  bar  has  been  removed  the  Referee  shall  decide 
whether  the  ball  passed  below  the  supposed  cross  bar. 

A  goal  may  be  scored  from  a  free  kick  only  when  it  follows  a  deliberate 
or  vicious  foul. 

A  goal  may  be  scored  on  a  penalty  kick  Avhen  it  passes  the  goal  post 
below  the  bar.  regardless  of  anyone  touching  it.  A  goal  cannot  be  scored 
from  a  throw-in. 

The  ball  is  always  in  play  slK)uld  it  strike  the  Referee.  Linesmen  or  if 
it  rebounds  from  the  goal  post  or  corner  flag. 

Each  goal  scored  in  the  game  counts  1  point.  Each  game  counts  2  ])oints. 
In  case  of  even  score  (tie)  each  team  is  given  1  jioint. 

Fouls. 

Tripping,  kicking,  striking,  holding  or  jjushing  an  ojjponent  or  tleliberately 
handling  the  ball  (except  using  the  head)  are  all  classed  as  fouls,  and  a  free 
kick  from  the  point  of  committance  is  usually  awarded  the  offended  side. 

Deliberate  and  vicious  conduct  by  a  player  towards  an  opponent  may 
cause  his  removal  from  the  game. 

A  deliberate  foul  committed  within  the  jjenalty  area  by  the  defending 
side  awards  a  penalty  kick  to  the  opponent. 

Only  the  kicker  and  goal  keejiei-  are  allowed  withiu  the  penalty  area 
until  the  ball  is  kicked,  when  the  rest  of  the  ])layers  may  follow  into  the  play. 

The  goal  keeper,  and  only  th(>  goal  keeper  within  his  ]ienalty  area,  may 
use  his  hands  on  the  ball  and  then  not  to  cari-y   it. 

Th<^  goal  keeper  is  not  to  lie  chariicd.  exce|)l  when  he  is  holding  the  l)all, 
obstructing  an  opponent  or  when  he  is  outside  the  goal  area. 

The  goal  keeper'  may  he  changed  dui'ing  the  game  by  giving  notice  of 
the  change  to  the  Referee. 

A  playiT   is  oCfsidc   if  he   plays  the  ball    from   anothci-  |»!ayei-  ol"  his   team 


FOR  S("HOOLS  AXD  PT.A^'GROUNDS  165 

wlu'ii  lliiTc'  arc  not  tlirce  of  lii^  (tjiiioiuMils  hcl  wfcii  him  and  the  goal  at  tliat 
time. 

A  i^layer  may  lake  llic  hail  (h)\vii  tlic  field  dii  a  di-ilihh'  and  shoot  a  goal 
if  ho  passes  all  the  ojijxisinu-  team  in  Ids  play. 

A  j)h!yei-  is  also  offside  if  he  is  uearei-  to  his  ojiponents'  goal  thai;  the 
three  opponents,  even  though  he  does  not   make  an  effort  to  play. 

The  Referee  has  complete  charge  of  the  game  and  his  decisions  on  all 
fouls,  free  kicks,  offside  plays  and  suspensions  of  play  are  final.  "He  has  the 
privilege  also  of  changing  Linesmen  during  the  game  if  he  considers  the 
duty  of  these  men  is  being  neglected  or  there  is  any  partialit}'  being  shown 
either  team. 

Some  Hints  to  the  Various  Players. 

TO  THE  GOAL  KEEPER: 

Do  not  rely  too  much  on  your  kicking.     Use  your  hands. 
Do  not  develop  the  habit  of  leaving  the  goal. 
Do  not  fist  the  ball  when  you  can  use  both  hands. 

TO  THE  FULLBACKS : 

Do  not  play  too  near  each  other. 
Do  not  try  to  dribble.     Get  rid  of  the  ball. 

Do  not  go  too  far  up  the  field  nor  stay  so  close  as  to  retard  the  work  of 
tlu'  (ioal  Keeper. 

TO  THE  HALFBACKS : 

When  beaten  by  an  opponent  follow  him  and  try  again. 

Always  help   the  Forwards   at   all  times,   and  the   Fullbacks   when   it   is 

necessary. 
Keep  the  ball  low.    Do  not  balloon  it. 

TO  THE  FORWARDS: 

Do  not  indulge  in  too  much  individual  playing.    Watch  your  teammates. 

Remendjer  to  make  an  opening  and  also  to  take  one. 

Kick  and  shoot  the  ball  from  the  instep  and  keep  it  low. 
TO  THE  CAPTAIN  OF  THE  TEAM : 

Do  not  grumble  at  or  scold  an  offending  player.     He  feels  his  mistake  as 
much  as  you. 

Lead  your  team  always.     Never  drive. 

Have  no  special  players  or  favorites.     You  are  all  playing  together. 
TO  THE  TEA:\I  : 

Never  argue  with  the  Referee.    He  is  .judge  of  all  plays  and  has  complete 
charge  of  the  game. 

Be  gentlemanly  at  all  times.    Never  indulge  in  foul  or  underhanded  play- 
ing of  any  sort,  at  any  time. 

Learn   to   acce])t    defeat   as    well    as   vietoi-y.      It    is   better   to    be    beaten 
honestly  than  to  win  a  \ietory  by  unfair  methods. 

Bear  no  resentment  toward  a  player.     Forget  it  as  soon  as  the  play  is 
over. 


166 


PHYSICAL  EDUCATION  COMPLETE 


TENNIS. 
How  to  Mark  Off  a  Tennis  Court. 


A' 

7e 

* 

i 

0 

A7                           II 

K 

1 

H 
X 

— >  2/    * — ; 

1 

1 

— *        42*   rlN 

G 

V 

1 
1 

<  I 

\P 

N 

c 

FIG.    i' 

ONE 

Figure  One  represents  a  Single  and  Double  Court. 

Figure  Two  represents  one  end  of  a  Single  Court  or  that  space  in  Figure 
One  included  in  the  lines  L— E,  E— R,  R— P,  P— L,  G— T  and  N— K. 

As  the  Double  Court  includes  the  Single,  it  is  best  to  measure  the  latter 
one  first,  then  add  the  two  side  lines  for  the  Double  Court. 

Consult  Figure  Two  for  the  following : 

L— K  21  feet. 
K— E  18  feet. 
L— P  27  feet. 
P— R  39  feet. 
T— G  21  feet. 
L — R     47  feet  5  inches. 

Select  the  position  of  the  net  and  drive  in  the  ground,  27  feet  apart,  at 
the  points  L  and  P,  two  small  stakes.  Measure  off  47  feet  5  inches  on  a  chalk 
line  or  stout  cord  and  attach  one  end  of  it  to  point  L.  At  point  1'  attach  a 
tape  line,  measure  off  a  distance  of  39  feet  and  bring  the  chalk  line  and  tape 
together  at  jioint  R.  This  will  give  one  corner  of  the  Single  Court.  Re- 
verse the  chalk  line  and  tape  measure  on  points  L  and  P  and  mark  the  point 
E.  At  the  point  K  on  the  line  L^ — E,  21  feet  from  Tj  space  a  stake.  Repeat 
this  on  the  line  P — R,  driving  a  stake  at  N.  This  marks  the  Service  Line. 
Divide  the  lines  L — P  and  K — N  into  equal  parts  and  connect  by  the  line  T — G. 
Connect  the  line  E — R.  Repeat  the  same  operations  on  the  other  side  of  the 
net,  when  the  Single  Court  will  be  marked. 

To  complete  the  Double  Court  extend  the  line  E — R  in  each  direction 
4  feet  6  inches.  Repeat  the  operation  on  the  oHkt  side  of  the  net,  line  0 — V 
in  Figure  Two,  and  connect  the  lines  A — R  and  C — D. 

Marking  plates  should  be  placed  in  Ihe  groniid  a1  jxiiiits  A,  B.  C,  D,  M, 
K,  X,  N,  H  and  G.  These  are  only  necessary  foi-  lawn  or  dirt  courts,  as  they 
make  the  rdining  of  a  court  a  very  simple  matter  once  they  are  put  into 
place.  • 


FOR  SLllUULS  AXU  I'LAVGROUXDS  167 

TENNIS. 

(Condensed  Rules.) 
Tennis  is  a  Liaiiit'  that  is  playi'd  hy  two  (ir  four  people.  When  two  play. 
the  g'ame  is  spoken  of  as  "■  Sineles. '"  the  \:\ny  space  used  is  27  feet  l)y  78  feet 
and  covers  the  ten  itoi-y  hounded  l)y  the  lines  0 — E,  E — R,  R — V  and  V — 0 
(Fig.  One).  AVhen  four  play,  the  game  is  spoken  of  as  "Doubles,"  and  tlic 
full  court  is  required. 

Object  of  the  Game. 

The  object  of  the  game  is  to  knock  the  hall  ("place"  itl  in  some  portinu 
of  the  opponent  "s  court  so  tliat  he  cannot  I'cturn   it. 

The  ball  is  knocked  l)ack  and  forth  over  the  net  until  one  side  fails  to 
hit  it  at  all.  knocks  it  out  of  bounds,  into  the  net  or  fails  to  send  it  over  the 
net.  A  point  is  given  to  either  side  when  the  opposing  side  fails  to  get  the 
ball  into  an  adversary's  court. 

Server  and  Receiver. 

The  player,  chosen  by  lot.  who  first  hits  the  ball,  or  serves  it,  as  it  is 
called,  is  known  as  the  Server,  and  the  one  to  whom  the  ball  it  served  is  know^n 
as  the  Receiver.  The  same  player  serves  until  a  game  is  over,  when  the  Re- 
ceiver becomes  Server  and  the  one  who  w^as  Server  is  the  Receiver,  this  alter- 
nating continuing  until  the  playing  is  completed. 

Playing. 

The  Server  stands  with  one  foot  on  the  line  A — C  or  B — D  (this  depends 
npon  the  court  in  Avhich  he  is  playing),  throws  the  ball  up  into  the  air  and 
endeavors  to  knock  it  into  the  Receiver's  conrt.  After  he  has  delivered  this 
service  each  side  must  strike  the  ball  in  turn,  striking  it  either  before  it 
touches  the  ground  (known  as  a  "Volley")  or  before  it  has  bounced  a  second 
time. 

(Note — It  is  against  the  rules  to  "Volley"  in  returning  the  service,  but 
after  this  first  stroke  of  the  Server  and  Receiver,  either  player  may  take  his 
choice  of  "Volleying"  or  returning  the  ball  on  the  first  bounce. 

Two  balls  are  allowed  in  each  service.  Should  a  "Let"  ball  be  served, 
that  is  one  which  .just  tips  the  net,  another  is  allowed  in  its  place.  A  "Let" 
ball  is  good  and  counts  as  a  retnrn  if  it  occurs  AFTER  THE  FIRST  SERVICE, 
that  is  after  the  Server  has  succeeded  in  placing  the  ball  in  his  opponent's 
court,  CLEAR  of  the  net. 

Scoring. 

The  method  of  scoring  is  not  as  ditficult  as  it  may  at  first  seem. 

The  point  first  scored  for  either  side  counts  15  for  the  winner,  and  the 
score  is  spoken  of  as  15 — Love,  "Love"  meaning  "nothing"  in  Tennis.  If 
the  side  which  lost  the  first  point  succeeds  in  Avinning  the  second  the  score 
stands  15 — All,  "All"  meaning  "even"  in  every  case.  The  Server's  score  is 
always  spoken  first,  therefore  if  he  wins  the  first  point  the  score  stands  15 — 
Love.     Should  he  lose,  the  score  is  Love^ — 15. 


168  PHYSICAL  EDUCATION  COMPLETE 

The  second  point  scored  for  either  side  is  30.  Tf  tlie  Server  wins  the  first 
two  points  the  score  is  3U — Love,  and  it'  won  by  his  adversary  it  is  Love — 30. 
In  the  ease  of  each  Avinning  a  point  the  next  count  woidd  be  30 — 15  or  15 — 30, 
according  to  whieli  player  is  in  tlie  lead.  30 — A\[  is  next,  when  each  side  has 
won  two  points. 

The  third  point  scored  for  either  side  is  40.  If  the  Server  wins  tlie  first 
three  points  the  score  is  40 — Love.  If  he  wins  three  points  and  his  opponent 
one  the  score  is  40 — 15.  If  he  wins  three  and  the  oi)ponent  two  the  score 
is  40—30. 

The  fourth  point  scored  for  either  side  gives  that  side  the  game,  UNLESS 
EACH  SIDE  WINS  THKEE  POINTS,  score  40— All,  but  which  in  Tennis  is 
spoken  of  as  "Deuce."  Should  either  side  have  a  score  of  40 — 30  and  the 
next  point  (the  fourth)  is  won  by  the  leading  side,  the  game  belongs  to  that 
side. 

From  "Deuce"  the  score  becomes  "Advantage-in"  or  "Advantage-out." 
This  depends  upon  whether  the  Server  won  the  point  or  the  Keceiver.  The 
Server  is  always  "Ad-in"  and  the  Receiver  "Ad-out."  Either  side  having 
"Ad"  in  its  favor  wins  the  game  by  securing  the  next  point.  Should  "Ad" 
side  lose  the  coveted  point  the  score  becomes  "Deuce"  again,  and  from  that 
point  goes  on  again  to  "Ad-in"  or  "Ad-out."  ONCE  THE  SCORE  BE- 
COMES DEUCE  IT  TAKES  TWO  POINTS  SECURED  IN  SUCCESSION 
TO  WIN  THE  GAME. 

Score  by  Games. 

The  score  in  games  is  given  Avith  the  Sei-ver's  score  first.  If  the  games 
are  even  the  score  is  spoken  of  as  1 — All,  2 — All,  etc.,  up  to  5 — All,  when 
"Deuce"  and  "Vantage"  games  are  played.  This  means  that  one  side  has 
to  win,  IN  SUCCESSION,  two  games  before  winning  the  set.  5 — All  is  the 
same  as  "Deuce." 

BASKET  BALL. 

There  is  no  ganu^  played  to-day  that  demands  such  a  variety  of  nuiseular 
action  as  Basket  Ball.  It  is  a  ganu'  that  calls  into  i)lay  all  the  muscles,  there 
is  a  powerful  call  for  heart  and  liuig  action  and  much  agitation  of  all  the 
abdominal  organs.  The  powers  of  circulation,  respiration  and  digestion  are 
all  greatly  increased  and  the  nervous  system  is  given  a  si)lendid  toning  up. 
These  facts  all  make  Basket  Ball  an  ideal  exercise,  ])rovided  the  game  is 
played  for  fun,  or  is  not  abused  by  INTENSE  eompi^tition.  Immature  girls 
derive  much  benefit  from  this  game  when  played  in  a  friendly  way.  Under 
no  circumstances  should  girls  in  the  grades  be  allowed  to  participate  ii? 
Basket  Ball  contests. 

According  to  physicians,  the  organ  that  is  most  apt  to  be  damaged  is  the 
heart,  which  in  the  case  of  an  iinmalui'e  gii'l  has  not  i-eached  its  normal 
growth.  It  is  mofe  susce])t  ihlc  to  peniianeiil  injui-y  a1  this  jieriod  than  at 
any  otliec  lime      ,\11    gii'ls  ol"  a    high   sti'ung,   nervous  teiiiperameiil    should   be 


FOR  SCHOOLS  AND  PL.WGROUXDS  169 

veiy  carefully  siipri'viM'il  when  |)laying'  tliis  .liJiiuc,  and  sliould  not  be  given 
permission  to  take  pni't   in  contests. 

For  the  girl  who  possesses  a  vigorous  heart,  sti-ong  lungs  and  XO 
NERVES.  Basket  Ball  is  nil  right. 

Volley  Ball  is  an  excellent  substitute  for  Basket  Ball  in  the  grades,  and 
for  this  reason  alone  such  a  game  warrants  a  great  denl  of  consideration  by 
instructors. 

ATHLETICS  FOR  GRA:\1MAR  GRADES. 

Athletics   for  Boys. 

Athletics  of  a  suitable  type  should  lif  pniNidrd  for  all  Ijoys  of  the 
Sixth,  Seventh  and  Eighth  Grades.  Where  Athletics  are  to  be  made  a  part 
of  the  work  of  the  School.  Playground  the  wise  teacher  will  secure  the  con- 
sent of  the  parents  of  each  boy  before  pcnuitting  him  to  participate  in  snch 
activities.  Now  and  then  accidents  Avili  occur,  no  matter  how  careful  and 
watchful  an  instructor  may  be,  and,  unfortunately,  there  are  people  in  the 
Avorld  who  do  not  hesitate  to  take  advantage  of  such  opportunities  to  make 
trouble  for  those  in  charge  of  the  work.  A  little  ju-ecaution  in  such  matters 
is  well  worth  while. 

Erect  on  your  Playground  at  least  two  horizontal  bars  for  your  boys 
and  the  same  number  for  the  girls.  Place  one  at  the  disposal  of  the  smaller 
and  larger  children  of  both  the  boys'  and  girls'  sections  of  the  grounds,  and 
then  give  them  instruction  in  how  to  run  s-hort  distances,  chin  the  bar  and  to 
make  the  standing  broad  jump.  Once  each  year  have  what  you  may  call  the 
Annual  Athletic  Badge  Test,  when  all  those  entitled  to^compete,  enter  the 
class  for  which  they  deem  themselves  fitted.  For  all  purposes  the  standards 
set  by  the  Public  Schools  Athletic  League  will  be  found  most  sati.sfactory 
and  are  as  follows  : 

Class  A— 

60  Yard  Dash,  8  3-5  seconds. 

Pull  Up   (chinning  the  bar),  4  times. 

Standing  broad  jinnp,  5  feet  9  inches. 

Class  B— 

60  Yard  Dash  indoors,  8  seconds;  or. 

100  Yard  Dash  outdoors,  14  seconds. 

Pull  Up  (chinning  the  bar).  6  times. 

Standing  broad  jump.  6  feet  6  inches. 

(Note — The  Pull  I'p  must  be  made  each  time  l)y  tlie  l)ody  being  raised 
and  lowered  the  full  arm  length,  and  there  must  be  no  kicking,  jerking,  twist- 
ing or  throwing  of  the  body  in  order  to  assist  in  raising  the  body  to  the 
required  height.) 

All  boys,  regardless  of  age,  weiulit  dv  lieiLiht  classifications,  should  be 
permitted  to  enter.  PROVIDED  they  maintain  a  certain  standard  of  pro- 
ficiency in  their  school  work,  deportment  in  the  schoolroom  and  on  the  play- 


170  PHYSICAL  EDUCATION  COMPLETE 

ground,  AND  AVIIO  ARE  :\rAKING  AN  HONEST  AND  SATISFACTORY 
EFFORT  TO  SECURE  A  GOOD  CARRIAGE  OF  THE  BODY. 

Badges  or  buttons  should  be  supplied  which  may  be  presented  to  each 
boy  when  he  has  proved  himself  a  winner  of  all  three  events  in  the  class 
in  which  he  entered.  No  boy  shall  be  allowed  more  than  one  trial  for  each 
of  the  three  events  in  either  Class  A  or  B.  The  general  rules  that  should 
govern  the  competition  will  be  found  in  the  Public  Schools  Athletic  League 
Handbook,  published  by  A.  G.  Spalding  &  Bros.,  and  may  be  had  for  ten 
cents  per  cop}'.  This  little,  inexpensive  book  will  he  found  of  great  value  to 
instructors  who  wish  to  introduce  and  carry  on  Athletics  for  boys  and  girls  of 
the  Grammar  Grades. 

CAUTION — No  Grammar  Grade  boy  should  be  permitted  to  train  for  any- 
thing beyond  the  220  Yard  Dash,  and  the  Hammer  Throw,  Shot  Put  and  Pole 
Vault  should  by  all  means  be  eliminated  from  their  programme. 

In  order  to  encourage  and  develop  interest  in  this  line  of  work,  it  has 
been  found  to  be  of  the  greatest  help  to  adopt  this  Athletic  Badge  Test  of 
the  Public  Schools  Athletic  League,  though  it  is  not  necessary  to  carry  the 
competition  to  the  full  extent  of  the  League.  The  great  aim  of  this  organ- 
ization has  always  been  to  improve  the  physical  w^ell  being  of  the  individual, 
to  stimulate  ideas  of  honor  and  "the  square  deal"  and  to  develop  school 
spirit  and  pride.  Many  of  the  large  cities  in  the  United  States  have  for  several 
years  carried  this  w'ork  on  most  successfully,  and  I  wish  it  were  possible  for 
every  city  in  our  land  to  organize  such  a  League  for  the  benefit  of  the  boys 
and  girls  who  are  to  be  the  future  citizens  of  that  city.  However,  because 
such  an  undertaking  is  not  always  possible.  Athletics  need  not  be  eliminated 
from  the  programme  of  the  activities  of  the  School  Playground  and  the 
simple  plan  given  will  easily  cover  all  the  needs  of  all  schools. 

Athletics  for  Girls. 

This  constitutes  one  of  the  most  important  subjects  with  which  alh 
Directors  of  Physical  Education  have  to  deal,  and  no  one  realizes  more  than 
they  that  girls  and  young  women  of  to-day  are  in  greater  need  of  rightly 
planned  and  supervised  Athletics  than  are  our  boys  and  young  men.  Social 
customs  and  conventionalities,  both  as  to  conduct  and  dress,  hamper  to  an 
alarming  degree  the  majority  of  girls  in  tlieir  search  for  health-giving  sports, 
and  every  possible  encouragement  and  assistance  should  be  given  them  to 
overcome  these  obstacles  and  every  effort  made  to  place  them  in  the  way  of 
gaining  grace,  bodily  strength  and  vigor — and  consequently,  happiness.  Girls 
need  to  learn  the  lessons  whicli  competitive  games  and  sports  teach.  They 
are  sadly  in  need  of  much  of  the  same  training  that  boys  receive  through 
play,  and  experience  has  shown  that  it  is  possible  to  accomplish  this  in 
institutions  whci-e  the  instructors  in  charge  of  the  work  liave  the  right  idea 
and  ideals.  Coiiipcl  i1  ion  of  the  INTENSIVE  variety,  however,  is  not  sport,  and 
when  I  speak  of  competition  as  being  a  good  thing  for  our  boys  and  girls  I 
do  not  mean  Ili;i1  fierce,  discourteous  and  I'udc  competition  which  makes 
young  people   I'oruct    the  lessons  of  eoiiftesy  and   regai'd    I'oi'  others. 


FOR  SCHOOLS  AXD  PLAYGROUNDS  171 

Immature  girls  should  he  given  climhiiig,  archery,  ball-throwing,  folk- 
dancing,  standing  broad  jump,  running  hop-step-junip,  naming  short  dis- 
tances, rowing,  skating,  swimming,  tennis,  volley  ball,  playground  baseball 
and  basket  ball  where  the  game  is  a  friendly  one  "just  for  fun." 

I  see  no  reason  whatever  why  girls  of  Grammar  Grades  should  not  be 
provided  with  an  opportunity  to  participate  in  an  Athletic  Badge  Test  the 
same  as  given  to  the  boys  of  the  Grammar  Grades,  but  Athletics  of  the  more 
strenuous  variety  should  not  be  permitted  in  either  case,  as  the  tension  is 
entirely  too  great  for  these  young  people.  A  few  safe  rules  for  the  instructor 
of  Athletics  for  girls  are  as  follows : 

1.  Select  those  which  have  no  tendency  to  make  girls  less  womanly  and 
refined. 

2.  Select  those  which  are  natural  for  girls  and  do  not  endanger  their 
health. 

3.  IN  ALL  CASES  O^MIT  Hurdles,  high  or  low.  Hammer  Throw,  Sliot 
Put  and  Pole  Vault. 

4.  ADAPT  ATHLETICS  TO  THE  GIRL,  AXD  NOT  THE  GIRL  TO 
ATHLETICS. 


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CHAPTER  VI 


Selected  Folk  Dances  for  Elementary  Grades 


FOLK   DANCING 

Daiieiiiii',  we  know,  is  the  principal  form  of  exercise  taken  by  a  compara- 
tively large  number  of  j)eople,  and  dancing  schools  have  pi'oved  to  be  of 
wonderful  assistance  in  teaching  and  developing  the  coi-i-eet  jiosture  of  the 
body  and  grace  of  uKn-ement. 

I  know  of  no  form  of  exercise  that  produces  the  beneticial  results  which 
Ave  obtain  from  the  use  of  Folk  Dances.  They  give  ns  exercises  that  are  not 
only  favorable  to  muscular  development  and  control,  but  to  good  circulation, 
respiration  and  digestion,  and  give  to  the  individual  girl  the  greatest  amount 
of  i^leasure  and  happiness  possible.  Nothing  in  the  way  of  exercise  appeals  so 
strongly  to  girls  of  the  Grammar  Grades  as  the  simple,  healthful  and  delightful 
Folk  Dances,  and  in  order  that  their  effect  for  good  may  not  be  destroyed,  it 
is  mecessary  that  teachers  exercise  great  wisdom  and  control  in  the  use  of  them. 

Let  the  "truly  genuine  play  idea"  be  the  only  one  ])r(\sent  at  the  lessons. 
Avoid  teaching  solo  dances  or  dances  that  provide  places  for  only  a  few  chil- 
dren.    The  more  the  merrier  and  greater  the  happiness  for  all. 

Folk  Dances. 

GHIMES  OF  DUNKIRK  )  t.-    .        no  ,  r.     .1 

-  P  irst  and  Second  Grades. 

DANISH  DANCE  OF  GREETING  \ 


^:makers'  daxge  ) 

iDREN'S  POLKA         V  Third  and  Fourth  Grades. 


SIiOE:MAKERS 
CHILDREN  o  X  wi.xv.^         . 
TANTOLI  ) 

ALPINE  SNOW  FLAKE  DANCE 

PEEKING 

FINNISH  REEL 

NORWEGIAN  MOLXTALX  MARCH, 

V  Fifth,  Sixth,  Seventh   and   Ei-htli 
SWEDISH  CLAP  DANCE  )         trades 

KOMARNO 

HIGHLAND  SCIIOTTISC  HE 

THE  CRESTED  HEN 

POUNDING  HEART 


174 


PHYSICAL  EDUCATION  COMPLETF, 


THE  CHIMES  OF  DUNKIRK. 


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(Description    and    arrangement.) 


FOR  SCHOOLS  AND  PLAYGROUNDS 


175 


THE  CHIMES  OF  DUNKIRK. 


Formation. 

Children  in  line,  partners  side  by  side,  and  to  music,  skip  to  circle  forma- 
tion. When  the  circle  is  complete,  a  signal  is  given  to  halt,  a  chord  is  played, 
the  children  face  partners  and  at  the  same  time  place  their  hands  on  their  own 
hips. 

Movements. 

jMeasures  1-2 — Beginning  with  the  right  foot,  stamp  right,  left,  right  and— -hold. 

Measures  3-4 — Claj)  own  hands  in  front  of  chests  three  times  and — hold. 

Measures  5-6 — Partners  join  hands,  and  to  foui-  counts  skii:  around  "in 
place,"  the  child  in  the  outer  circle  leading  the  partner  towai'd  the  left. 

Measures  7-8 — With  hamls  on  own  hips,  each  child  takes  one  ste[)  to  the  left 
(count  1),  the  right  foot  is  placed  by  the  left  (count  2).  and  n.  w  partners 
bow  to  each  other  (count  3). 

^Measures  9-16 — Repeat  all. 

kepp:at  as  dp:sired.    • 


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(Description    atid   arrangement.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  177 


DANISH  DANCE  OF  GREETING. 

Formation. 

Children  form  a  siiiulc  line,  uirl  loading,  hands  (Hi  liips  and  to  appropriate 
music,  skip  to  circle  formal  ion.  A  chord  is  phiycd.  when  all  face  the  center 
of  the  circle. 

Movements. 

]\leasure  1 — BOYS — ("lap  own  hands  twice  in  front  of  chests  (count  l-2j.  i)laee 
hands  on  hips  and.  turning  toward  partners,  bow  from  hips  and  face  cen- 
ter of  circle  (count  3-4). 

^Measure  2 — Repeat  above,  bowing  to  the  girl  on  the  left  on  (count  3-1). 

Measure  1 — GIRLS — Clap  own  hands  twice  in  front  of  chests  (count  1-2), 
place  hands  on  hips,  left  toe  placed  close  to  right  heel,  both  knees  are 
bent  as  courtsey  is  mad(^  to  ])artner  (count  3).  and  face  center  of  circle 
(count  4). 

Measure  2 — Repeat  above,  courtesy  is  made  to  boy  on  the  right  (count  3), 
and  face  center  of  circle  (count  1). 

Measure  3 — Hands  on  hips,  hoys  stamp  first  with  the  left  then  right  foot,  girls 
first  with  the  right  then  left  foot. 

]\leasure  1 — AVith  four  light  running  steps,  boys  nudvc  a  compk'te  circle  "in 
place,"  turning  toward  the  left.    Girls  the  same,  turning  toward  the  right. 

!\roasvn^s  1-1— REPEAT  ABOVE. 

jMeasures  5-8 — All  join  hands  and  with  sixteen  light  nuiuinu'  steps,  circle  to 
thf  right,  tvu'n  and  take  sixteen  running  stejis  to  place. 

REPEAT  AS  DESIRED. 


178 


PHYSICAL  EDUCATION  COMPLETE 


SHOEMAKERS'  DANCE. 


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(Description   and   arrangement.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  179 


SHOEMAKERS'  DANCE. 


Formation. 


Children  form  two  lines,  girl  on  boy's  right,  skip  to  double  circle  forma- 
lioii.  A  chord  is  i)]ayed,  when  partners  face  each  other  and  at  the  same  time 
raise  ai'ms  height  of  shoulders,  arms  bent  at  the  elbows,  hands  closed,  the  right 
arm  in  a  position  about  three  inches  above  the  left. 

Movements. 

Measures  1-2 — "AVinding  the  thread'' — the  arms  are  rolled  over  each  other 
three  times,  the  right  moving  first  away  from,  and  the  left  toward  the 
body.    Reverse  and  roll  three  times  (count  1,  2,  8 — hold). 

Measure  3 — "Pulling  the  thread  tight" — pull  the  arms  apart,  jerking  the  el- 
bows well  back  and  expand  the  chest  (count  1-2). 

Measure  4 — Clap  own  hands  three  times  in  front  of  chest  (count  1,  2,  3). 

Measure  1-1 — REPEAT.  ''Driving  the  peg" — measure  4 — hammer  the  fists 
tliree  times. 

Measures  5-8 — Partners  join  inside  hands,  free  hands  on  hips.  Dance  forward 
in  circle  formation.  (The  step.  All  step  forward  on  the  left  foot 
(count  1),  hop  on  the  left  and  raise  the  right  knee  (count  2),  step  forward 
with  the  right  foot  (count  1),  hop  on  the  right  and  raise  the  left  knee 
(count  2),  etc. 

REPEAT  AS  DESIRED. 


180 


PHYSICAL  EDUCATION  COMPLETE 


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FOR  SCHOOLS  AXD  I'LAYOKOUXDS  181 


CHILDREN  S  POLKA. 


Formation. 


(  hildi-en  form  a  single  line,  girl  leading,  hands  on  hips,  and  to  appropriate 
music,  skip  to  circle  formation.  A  chord  is  played,  partners  face  each  other, 
clasp  hands  and  raise  extended  arms  height  of  shoulders. 

Movements. 

Measures  1-8 — All  take  two  glide  steps  toward  the  center  (count  1-2),  stamp 
three  times   (boys.  left,  right,  left  and  girls  right,  left,  right — count  1,  2,  3). 
Repeat  same,  returning  to  place. 
Repeat  all. 

Measures  9-12 — Clap  own  hands  on  thighs  (count  1),  clap  own  hands  in  front 
of  face  (count  2).  {lartntu-s  clap  hands  together  (count  1.  2,  3). 
Repeat. 

Measures  13-14 — All  right  toes  are  placed  forward,  touching  floor  lightly, 
heels  raised,  left  hands  placed  under  right  elbows  and  shake  right  fore- 
fingers at  partners  (count  1,  2,  3),  change  position  of  feet  and  hands  to 
the  left,  and  shake  left  forefingers  at  partners  (count  1.  2,  3). 

Measure  15 — All  })lace  hands  on  own  hips,  a  complete  circle  is  made,  jumping 

a  half  circle  twice  — the  hoy  turns  toward  the  I'iglit.  the  girl  to  the  left — 
count  1.  2j. 

Measure  16 — All  stani}).  right,  left,  right. 

REPEAT  A.s  DESIRED. 


182 


PHYSICAL  EDUCATION  COMPLETE 


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Copyright,    1915,    by    Lavinia    II.    KauU. 
(Description    and   arrangement.) 


FUR  SCHOOLS  AXU  PLAYGROUNDS  183 


TANTOLI. 

Formation. 

Children  form  two  lines,  girls  on  boys'  right,  inside  hands  joined,  free 
hands  on  hips.    All  face  the  line  of  direction  and  dance  aronnd  the  room. 

Movements. 
Measnres  1-8 — Each  beginning  with  the  ontside  foot   (left  for  boy  and  right 
for  the  girl),  heels  placed  forward,  tonching  the  floor  and  toes  raised, 
body  bent  backward  (connt  1),  change  so  that  toes  of  inside  feet  touch 
floor  at  the  rear,  body  bent  forward  (connt  2). 

Measure  2 — Each  beginning  with  the  outside  foot,  take  three  light  running 
steps  forward   (count  1.  2,  3),  and — hold  on  fourth  count.     Repeat  each 
beginning  with  the  inside  feet. 
Repeat  same  movements  through  measures  1-8. 

^Measures  9-12 — -Partners  face,  place  hands  on  opposite  hips  and  hop  waltz. 
(Boy  hops  twice  on  the  right  foot,  left  raised  sideward  with  knee 
straight,  then  change  to  the  opposite  foot.  Oirl  begins  by  hopping  on  the 
left  foot  fir.st.     Count  1.  2.  1.  2.  etc.) 

Measures  13-1-5 — Repeat  the  hop  waltz,  all  turning  toward  boys'  right.  ^Nlake 
a  complete  circle  in  turning.     (Count  1,  2,  1.  2.  etc.) 

Pleasure  16 — All  stamp  three  times,  right,  left,  right. 

REPEAT  AS  DESIRED. 


184 


PHYSICAL  EDUCATION  COMPLETE 


ALPINE  SNOW-FLAKE  DANCE. 


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(Description    ami   arraiigcinent.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  185 


ALPINE  SNOW-FLAKE  DANCE. 


Formation. 


Two  double  circles.  Boys  f(^nn  inside  and  o-irls  outside  lines  of  each 
circle.  Boys  "about  face"  when  a  chord  is  played  so  that  partners  move  iu 
opposite  directions.  Bodies  held  erect,  both  arms  stretched  full  length  above 
heads.     Fingers  move  constantly  to  represent  falling  snow-flakes. 

Movements. 

^Measures  1-8 — Each  circle,  with  eight  light  running  steps,  moves  forward  in 
the  direction  facing. 
All  "about  face"  and  with  eight  light  ruuning  stei)S.  return  to  place. 

]Measures  9-16 — Partners  place  right  arms  side  by  side  (arms  still  extended 
above  heads)  and  turn  in  place  with  eight  light  running  steps.  Reverse, 
left  arms  now  side  by  side,  and  return  to  place  with  eight  light  runniug 
steps. 

^Measures  17-20 — Partners  make  quick  change  to  skaters'  position,  each  begin- 
ning with  the  right  foot,  dance  two  schottische  steps  forward. 

Measures  21-24 — Partners  join  both  hands  and  "whirl"  to  eight  counts.  (Feet 
should  be  kept  close  together  in  this  movement,  while  partners  "pull 
away"  from  each  other  so  that  the  arms  are  raised  almost  to  the  liori- 
zontal.) 

Repeat  measures  17-24. 

REPEAT  AS  DESIRED. 


186 


PHYSICAL  EDUCATION  COMPLETE 


BLEKING. 


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(Description    anil   arrangement.) 


FOR  srnr-ioT.s  AXD  PLA^T.ROUXDS  187 


BLEKING. 

(Au  fxet'lk'ut  (.Uiiiec  i'ur  boys.) 

Formation. 

Children  form  a  single  line,  girls  leading,  and  with  hands  on  hips  skip  to 
circle  formation.  A  chord  is  played  when  the  boys  step  inside  the  circle,  fac- 
ing partners,  thus  forming  a  double  circle.    Join  hands. 

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Movements. 

[Measure  1 — Junij),  right  heel  forward,  touching  the  floor,  toe  raised,  right  arm 
forward,  height  of  shoulders,  elbow  straight,  left  arm  backward,  witli 
elbow  bent.  Twist  the  l)()dy  slightly  to  the  left.  Jump  and  reverse  the 
position  of  the  feet  and  arms.     Slow  time. 

Measure  2 — Continue  the  same  movement,  making  the  change  three  times, 
right,  left,  right.     Quick  time. 

Measures  3-8 — Repeat  the  above  through  these  measures. 

Measures  9-16 — Partners  hook  right  arms,  and  take  four  liopping  steps,  cir- 
cling to  the  right,  reverse,  hook  left  arms,  take  four  hopping  steps  back 
to  place — and  repeat. 

(The  Hopping  Step:  Step  forward  with  the  right  foot  (count  1),  hop  ou 
the  right  foot  and  I'aisc  tlu^  left  knee  (count  2),  step  forward  witli  the  h'ft 
foot  (count  1  I,  hop  on  the  left  foot  and  rais(^  the  right  knee  (count  2),  etc.) 

KEPEAT  AS  DESIRED. 


188 


PHYSICAL  EDUCATION  COMPLETE 


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(Description    and   arrangement.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  189 


FINNISH  REEL. 


Formation. 


Children  form  a  siuiile  line,  g-irls  leading,  and  skip  to  place  in  single  circle 
formation.    A  chord  is  jthiyed  antl  the  girls  turn  to  face  partners. 

Movements. 

]\Ieasiires  1-8 — Both  hof)  on  the  left  foot,  touch  top  of  right  toe  at  the  riglit 
side,  hop  again  on  the  left  foot  and  tcnicli  riglit  heel  at  the  right  side. 
Change  the  weight  of  the  body  quickly  to  the  right  foot,  hop  on  the  right 
foot,  touch  top  of  left  toe  at  the  left  side,  hop  again  on  the  right  foot  and 
touch  left  heel  at  the  left  side.  etc.     All  in  quick  time. 

^Measures  9-10 — Stamj)  forAvard  witli  the  right  foot,  toss  the  head  backward, 
stamp  forward  with  the  left  foot  and  place  heels  together.  Stamp  back- 
ward with  the  left  foot,  stamp  backward  Avitli  the  right  foot  and  place 
heels  together. 

Measures  11-12 — I'artners  liook  right  arm  and  Avith  seven  light  running  steps, 
each  circling  to  the  right,  turn  in  place.     (Hold  on  the  eighth  count.) 

^Measures  18-14 — Repeat  stamjiing  of  measures  !)-l(). 

.Measures  In-lfi — AYith  foui'  light  running  steps.  ]Tartners  pass  each  other   fon 

the  right)  to  meet  new  partners. 

REPEAT  AS  DESIRED. 


190 


PHYSICAL  EDUCATION  COMPLETE 


NORWEGIAN  MOUNTAIN  MARCH. 


Copyripht,    1915,    hy    Lavinia    H.    Kavill. 
(Description    and   arrangement.) 


FOR  SCHOOLS  AXI)  PLAYGROUNDS 


191 


NORWEGIAN  MOUNTAIN  MARCH. 


Formation. 


Triangle.  The  leadt'i-  is  mnnlier  1.  the  dancer  on  the  left  of  the  leader  is 
number  2  and  the  one  on  the  right  is  number  3.  The  leader  holds  a  handker- 
chief, or  ribbon,  in  each  hand,  those  followino-  grasp  the  ends  Avitli  outside 
hands,  inside  hands  joined.     Dance  in  large  circle  foi-mation. 


Movements. 

Measures  1-8 — All  begin  by  dancing  toward  the  center  of  the  circle.  The  left 
foot  glides  forward  one  step  (count  1),  the  right  is  placed  close  to  the 
left  (count  2).  and  the  left  is  again  advanced  (count  3).  All  now  bend 
toward  the  right,  or  away  from  the  center  and  the  above  steps  are  repeat- 
ed.    Same  again  to  the  left,  etc. 

Measures  9-12 — The  leader,  keeping  the  same  time,  takes  the  same  steps  as 
she  dances  backward  under  the  raised  arms  of  dancers  2  and  3.  Dancer 
number  2  passes  under  well-raised  arms  of  1  and  3.  when  the  third  dancer 
pivots  under  her  own  left  arm.  Number  1  now  turns  around  to  her  origi- 
nal position.  (TWO  FULL  MEASURES  for  each  dancer  are  required  for 
the  turning.) 

All  repeat  turning. 

REPEAT  AS  DESIRED. 


192 


PHYSICAL  EDUCATION  COMPLETE 


SWEDISH  CLAP  DANCE. 


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(Description   and   arrangement.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  193 


SWEDISH  CLAP  DANCE. 

Formation. 

("hildron  form   two   lines,   girls  on  boys'  right,   inside  hands  joined,  free 
liands  (HI  hijis.  Dance  ai'mind  the  room  in  line  formation. 

Movements. 

Measures  1-8 — Beginnng  with  the  ontside  foot,  partners  run  forward  with 
three  light  running  steps,  and  on  the  fourth  count  extend  the  foot  to  the 
"kick"  step.  Begin  the  next  three  running  steps  with  the  inside  foot,  etc. 
Repeat  measures  1-8  Heel  and  toe  polka.  (Place  heel  forward,  touching 
the  floor,  and  at  the  same  time  bend  the  body  backward.  Place  right  toe 
at  the  rear  and  bend  the  body  forward.  Take  three  light  running  steps 
forward,  beginning  with  the  outside  foot.  Repeat,  beginning  with  the 
inside  foot,  etc.) 

Measures  9-12 — BOYS  bow  to  partners  (bend  at  hips),  up  and  clap  own  hands 
three  times  (count  1,  2 — 1,  2.  3).  GIRLS  courtsey  to  partners  (place 
right  toe  close  to  left  heel,  bend  both  knees,  at  the  same  time  hold  right 
elbow  in  the  left  hand  and  place  the  right  forefinger  on  the  chin), 
(count  1),  up  (count  2),  and  clap  own  hands  (count  1,  2,  3). 

All  repeat  same. 

Measures  13-14 — Partners  clap  right  hands,  clap  own  hands,  partners  clap 
left  hands,  clap  own  hands. 

Measure  15 — Partners  clap  left  hands  and  circle  in  place. 

Measure  16 — All  stamp  thi'ee  times,  right,  left,  right. 

REPEAT  AS  DESIRED. 


194 


PHYSICAL  EDUCATION  COMPLETE 


KOMARNO. 


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Copyright,    1915,    by    Lavinia    H.    Kaull. 
(Description    and   arrangement.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  195 


KOMARNO. 

Formation. 

Children  form  a  single  line,  boy  leading,  and  ski})  to  single  circle  forma- 
tion. A  chord  is  played  when  the  boys  turn  to  face  partners.  Each  dancer 
places  the  left  hand,  palm  ont,  at  the  back  of  his  or  her  own  waist,  right  hands 
joined.     (The  girl  should  face  the  line  of  direction.) 

Movements. 

Measures  1-8 — Both  begin  with  the  left  foot  and  take  eight  '"two-steps,"  the 
bov  dancing  diagonally  backward,  awav  from  the  center  of  the  circle  and 
the  girl  diagonally  forward  toward  the  center  of  the  circle. 
Repeat,  beginning  with  the  right,  alternating  throughout  these  measures, 
thus  producing  a  zig-zag  effect. 
Repeat  measures  1-8,  sixteen  "two-steps"  in  all. 

Measure  9 — Hands  in  the  same  position,  the  dancers  hop  on  the  right  foot, 
touch  the  left  heel  forward,  left  toe  off  the  floor. 

Measure  10 — Hop  and  reverse  position  of  the  feet. 

Measures  11-12 — repeat  the  steps  of  measures  9  and  10  in  quick)  time. 

Measures  13-18 — With  the  left  hands  still  back  of  own  waists,  partners  link 
right  arms,  take  twelve  running  steps  (two  to  each  measure),  circling  in 
place. 

Repeat   measures   13-18,   link   left  arms   and   with    twelve   running   steps 
return  to  place. 

REPEAT  AS  DESIRED. 


196 


PHYSICAL  EDUCATIOX  COMPLETE 


HIGHLAND  SCOTTISCHE. 


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(Description    and   arrangement.) 


I'UR  SCHOOLS  AND  PLAYGROUNDS  197 


HIGHLAND  SCOTTISCHE. 


Formation. 


Children  form  a  single  line,  girl  leading,  and  skip  to  circle  formation.  A 
chord  is  played  wlien  the  girls  turn  to  face  partners  and  all  raise  left  arms 
to  half  circle  overhead.     Free  hands  on  hips. 

Movements. 

Measures  1-4 — Ho])  on  the  left  foot  and  at  the  same  time  touch  the  floor  with 
the  right  toe  at  right  side  of  body.  Hop  again  on  the  left  foot  and  raise  the 
right  foot  back  of  the  left  knee.     (Measure  1.) 

Take  four  glide  ste})s  to  the  right.  (Pleasure  2.)  Repeat  the  step,  start- 
ing to  the  left,  with  the  right  arms  raised.  (Measure  3.)  Repeat  tlu^ 
glide  steps  to  the  left.     (Measure  -t.) 

IMeasures  5-8 — Partners  hook  right  arms,  free  hands  on  hips.  All  starting 
with  the  left  foot,  take  three  light  running  steps,  hop  and  extend  the 
right  foot  on  the  fourth  count.  Repeat,  beginning  with  the  right  foot. 
hop  and  extend  the  left.    Repeat  twice. 

Repeat  measures  5-8,  reverse,  hook  left  arms,  repeat  three  times  and  on 
the  last  measure  partners  pass  each  other  on  the  right,  running  forward 
to  meet  new  partners. 

REPEAT  AS  DESIRED. 


198 


PHYSICAL  EDUCATION  COMPLETE 


THE  CRESTED  HEN. 


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(Description    and    arranKenicnt.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  199 


THE  CRESTED  HEN. 

(An  excellent  dance  for  boys.) 
Formation. 

(;rnu]is  of  three,  one  bov,  who  is  the  leader,  and  two  "iris,  the  leader  beinsr 
number  1.  the  girl  on  the  left  of  the  boy  number  2  and  the  one  on  his  right, 
number  3.  The  dancers  in  each  group  join  hands  and  face  the  center.  (The 
step  used  all  through  the  dance  is  the  ''Step-hop" — step  forward  with  the  left 
foot  to  the  count  1.  hop  on  the  left  and  at  the  same  time  extend  the  right  foot 
well  to  the  rear,  knee  kept  straight,  count  2.     Same  to  the  right. 

Movements. 

Pleasures  1-8 — All  begin  witli  the  left  foot,  face  toward  tlie  left  and  with  eight 
"step-hops"  dance  around  in  a  circle. 

Repeat  measures  1-8.   all    beginning-  Avith   the   right   foot,   dance   l)ack   tn 
place. 

Measures  9-10 — The  girls,  or  imndxn-s  2  and  o.  release  hands,  free  hands  placed 
on  own  hips,  and  all  continuiniz  the  step,  dance  as  follows:  The  girl  on 
the  right  of  the  boy.  or  nnnibei*  ."1  dances  through  the  arch  formed  by  the 
raised,  joined  hands  of  the  ])oy  and  other  girl,  or  numbers  1  and  2. 

-Measures  11-12 — The  boy.  or  number  1.  follows  her  througli  tlie  same  arch. 

^Measures  13-14 — The  girl  on  the  left  of  the  lioy,  or  uuiiibcr  2,  dances  througli 
tlie  arch  formed  hy  the  otliri'  two  dancers. 

^Icjisures  1.5-16 — The  l)oy,  or  nmiibci'  1.  follows  as  before. 

^leasur.  s  9-16 — Repeated. 

REPEAT  AS  DESIRED. 


200 


PHYSICAL  EDUCATION  COMPLETE 


BOUNDING  HEART. 
(Sjalaskuttan.) 


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FOR  SCHOOLS  AND  PLAYGROUNDS 


201 


BOUNDING  HEART. 

(Sjalaskuttan.) 
Formation. 

Children  form  in  two  lines,  partners  facino',  hands  on  hips.  Pai-tiicrs 
dance  around  the  room,  retaining  the  double  line  formation. 

(The  step  used  throughout  the  dance  is  the  Mazourka  and  is  as  follows: 
Slide  with  the  right  foot,  hop  on  the  left,  displacing  the  right  foot  at  the  same 
time  the  right  is  extended,  then  bend  the  right  knee.     Same  to  the  left.) 

Movements. 

Measures  1-3 — The  boy  begins  with  the  left,  the  girl  the  right  foot,  take  three 
Mazourka  steps  (one  measure  each). 

Measure  -4 — On  the  last  hoj)  of  measure  8,  a  half  tiirti  is  made  so  that  partners 
are  now  in  the  position  of  back  to  back.  (The  l)oy  places  his  left  foot  on 
the  floor  first  and  the  girl  her  right  as  tlic  turn  is  made.)  Both  stamp 
vigorously  on  these  two  counts. 

Measures  5-7 — Ixepeat  the  Mazourka,  the  boy  beginning  with  the  right  and 
the  girl  the  left  foot. 

Measure  8 — On  the  last  bop  of  measure  7,  a  half  tui-n  is  madi'  so  that  partners 
now  face  eacli  other.     Stamp  twice  as  in  measure  4. 

Measure  9 — One  ^Mazourka  step. 

]\reasni'c  K! — Half  turn  is  made  so  partners  are  back  to  back. 

Pleasure  11 — One  ^lazourka  step. 

Pleasure  12 — Half  turn  is  made  so  ])artners  are  face  to  face. 

Measures  13-16 — Four  Mazoui'ka  steps. 

Measure  17 — Each  dancer  makes  a  eom[)lete  turn,  finishing  the  dance  in  the 
original  starting  position. 

REPEAT  AS  DESIRED. 

(Description    by    Lavinia    H.    Kaull) 


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FOR  SCHOOLS  AND  PLAYGROLXDS  203 


CHAPTER  VII 


Story  Telling  and  Story  Lists  for  Elementary  Schools 


STORY   TELLING. 

The  art  and  p<nv(>i'  nf  siiecessful  story  tcllinp'  is  not  given  to  everyone. 
The  talent,  for  sncli  it  is,  is  possessed  natnrally  l)y  some,  wliile  others  develop 
a  certain  marked  ability  to  tell  ehildren's  stories  in  a  most  interesting  man- 
ner. The  teacher  who  ])ossesses  this  ability,  whether  it  be  natnral  or  ac- 
((iiircd.  finds  to  her  great  deliglit  that  she  has  a  means  within  lier  grasp  of 
ci'caling  a  firm  and  happy  rehit  iitnship  l)etween  herself  and  pupils,  and  with 
a  fund  (if  jolly,  happy  stories  at  her  command  she  is  able  to  begin  the  early 
training  for  iixed  attention  in  children. 

The  mission  of  the  story  is  three-fold  : 

1.  It  develops  for  the  child  a  free  power  of  (expression  when  he  is  per- 
mitted to  repeat  the  story  by  himself. 

2.  With  the  aid  of  chalk  and  crayola  for  drawing  and  scissors  for 
making  original  illnstrations  of  the  story  by  cutting  silhonette  pictnres,  the 
child's  imagination  is  developed. 

'.].  Hy  allowing  children  to  play  the  story  we  give  them  a  joy  and  liaj)pi- 
ness  that  is  nnecpialled  by  any  other  school  life  pleasure. 

THE    SELECTION   AND    ESSENTIAL    CHARACTERISTICS   OF   THE 

STORY. 

By  th(e  wise  selection  of  stories,  many  indifferent,  "wooden,"  childish 
natures  have  been  charg(Hl  with  enthusiasm  and  expression,  and  have  been 
permanently  drawn  fi'orn  the  commonplace,  dry  and  sordid  shells  that  have 
hitherto  surrounded  their  little  natures. 

1.  The  selection  of  the  story  requires  careful  thought,  good  taste  and  an 
abundiincc  of  tact,  which  lias  been  well  defined  as  "knowing  when,  where 
and   how  to  touch  anothei'  nature.'" 

2.  It  must  command  the  attention  and  arouse  the  interest  and  curiosity 
of  one's  audience  from  the  very  beginning. 

3.  It  must  be  full  of  life  and  must  deal  with  the  ACTIONS  of  real  or 
imaginary  beings. 

4.  The  story  must  have  a  ]ioint  and  tlie  st(U'y-teller  must  never  fail  to 
make  that  point  clear. 

5.  The  climax  ol"  the  story  must  not  be  i'e;iclied  by  a  suddt'U  leap  or 
bound.  It  should  be  approached  gi'aduall\-,  step  by  step,  and  the  descent 
made  just  as  gracefully. 

6.  If  the  story  is  selected  for  the  puri)ose  of  teaching  a  lesson,  the  teller 
must  use  care  to  make  that  lesson  clear,  though  it  should  never  be  made  so 
evident   as   to   approach   the   sermon.      (Children   have   no   reverence   for   the 


204  PHYSICAL  EDUCATION  COMPLETE 

moralist.     They  do  not  dislike  a  story  with  a  moral  to  it,  but  they  do  object 
decidedly  to  having  that  moral  emphasized. 

7.  Every  stor}^  should  appeal  to  the  child's  imagination,  but  there 
should  always  be  something  left  for  that  imagination  to  Avork  out  for  itself. 
Leave  some  of  the  details  to  the  imagination  of  the  children,  that  they  may 
have  the  opportunity  to  give  free  play  to  that  power,  and  note  the  pleasure 
they  derive  from  it. 

8.  Do  not  attempt  to  analyze  the  lesson  or  point  of  the  story.  The 
child's  ability  to  discover  this  for  himself  is  the  crucial  test  of  your  ability 
as  a  story  teller. 

9.  Isabel  Lawrence  says:  "Test  the  literature  selected,  and  if  ninety- 
five  per  cent  of  the  sentences  can  be  acted  out  or  represented  by  striking 
pictures,  it  is  safe.  Sentences  which  explain  and  comment  are  a  dreary 
waste. ' ' 

PRESENTATION  OF  THE  STORY. 

1.  Know  the  story  "by  heart."  NEVER  READ  IT!  A  book  always 
comes  between  the  children  and  the  reader  and  is  a  sure  means  of  detracting 
from  the  interest  of  any  story.  Have  j^our  eyes  free  that  you  may  look 
squarely  into  the  eyes  of  your  little  listeners,  and  your  hands  free  that  you 
may  use  them  to  express  force  and  enthusiasm  when  telling  the  story. 

2.  You  must  thoroughl}^  appreciate,  feel  and  enjoy  the  stor^^  to  make 
it  a  success. 

3.  Choose  language  that  is  simple  and  then  tell  the  story  with  direct- 
ness and  enthusiasm.  Be  perfectly  free  and  eas}^  in  your  manner  before  an 
audience,  avoiding  always  affectation  of  any  kind,  posing  or  an  overly- 
dramatic  attitude.  Do  nothing  to  make  yourself  appear  awkward  or  foolish. 
Never  let  enthusiasm  for  the  story  or  the  children  drift  into  the  excitable 
style. 

4.  Refrain  from  drawing  a  story  out  to  a  great  length.  Rather  make  it 
short  and  to  the  point,  leaving  your  audience  filled  with  a  desire  to  hear 
more. 

5.  Learn  to  listen  to  your  own  voice  as  you  speak,  never  allowing  ^-our- 
self  to  use  loud  or  shrill  tones.  The  ordinary  speaking  voice  is  all  that  is 
necessary,  but  it  should  l)e  full  of  life.  Nothing  defeats  the  success  of  a 
story  so  much  as  a  "dead,  hollow  voice." 

6.  If  you  are  troubled  with  embarrassment  before  your  audicuice,  train 
yourself  to  hide  that  affliction.  j\Iake  yourself  enter  into  the  story  witli  zest 
and  sincere  feeling.     Be  a  child  with  the  children. 

7.  Choose  always  direct  discourse.  Do  not  say,  for  instance,  "The  wolf 
said  he  would  huff'  and  i)uff  and  blow  the  little  pig's  house  in,"  hut  quote 
the  wolf's  own  words,  as  "And  the  Avolf  said  'I'll  huff'  and  Til  ]iuff  and  I'll 
blow  your  house  in.'  " 

8.  Tell  the  same  story  as  often  as  the  children  express  a  desire  to  hear 
it,  and,  no  matter  how  often  that  is,  do  not  allow  ycuii-  interest  and  iMithusiasra 
in  the  story  to  drag. 


FOR  SCHOOLS  A\D  PLAYGROUNDS  205 

BIBLIOGRAPTTY   FOR  TEACHERS   OF   EFE:\IEXTARV    SCTTOOLR. 

Childliood   of   tlir    World E.   Clodd 

Childhood   of   the    Religions E.   Clodd 

Myths  and  Mythmakcrs Fiske 

Chips   from   a   German   Workshop,   Vol.   II Max   Mueller 

Introduction   to  "Popular  Talcs   of   the   Norse'' Dasent 

Origin   of  Art Hirn 

Stories   and   Stor^'  Telling St.  John 

FIRST  GRADE. 

How  to  Tell   Stories   to   Children    (Houghton    Mifflin   Co.) Bryant 

Raggylug  Why    the    Evergreen    Trees    Keep   Their 

Why  the   Morning  Glor\'  Climbs  Leaves  in  Winter 

Stories   to   Tell   to   Children    (Houghton    Mifflin    Co.) Bryant 

Little   Half   Chick  Little  Jack    RoUaround 

The  Little  Red  Hen  The  Gingerbread  Man 

The  Three  Bears 

Mother    Stories    (Milton-Bradley    Co.) Maud    Lindsay 

The  Wind's  Work  'l  he  Little  Traveler 

Airs.  Tabby  Gray  The  Journey 

Fleet  Wing  and  Sweet  Voice  Dust  Lender  the  Rug 

The   Little   Gray   Pony  The  Story  of  Gretchen   (Xmas) 

More    Mother    Stories    (Milton-Bradley    Co.) Aland    Lindsay 

Wishing  Wishes  The  White  Dove 

The  Turkey's  Nest 

"Tell  It  Again"  Stories   (Ginn   &  Co.) Dillingham  and   Emerson 

The  Story  of  the  Four  Pigs  A  Christmas  Legend 

Gretchen  and  the  Magic  Fiddle  A  Kitten   That  Wanted  to  Be  a   Christ- 

A  Hallowe'en  Story  mas  Present 

Santa  Claus  Helpers  Elaine's   Valentine 

The    Child's   World    (Alilton-Bradley   Co.) Poulsson 

The    Lost   Chicken  The   Thrifty    Squirrels 

The   Story  of  Speckle  How   Patty  Gave  Thanks 

The  First  Book  of  Stories  for  the  Story  Teller  (Houghton  Alifflin  Co.) Coe 

Jack   and   the   Beanstalk  The   Fox  and  the   Grapes 

Cinderella  The   Lion   and   the   Alouse 

Little   Red   Riding  Hood  The   Dog  and  His   Image 

Jack,   the   Giant   Killer  The   Crow  and  the   Pitcher 

Hop  o'  Aly  Thumb  The   Boy  and  the  W^olf 

In    Story   Land    (Sigma    Co.) Harrison 

The   Discontented   Mill  W^indow  How  Cedric  Became  a  Knight 

Hans   and   the   Four    Giants  A  Line  of  Golden   Light 

The   Story  Hour   (Houghton   Mifflin   Co.) Wiggins 

Little  General  Washington  The   Oriole's   Nest 

Great    General   W'ashington  The    Story   of  Aqua 

English    Fairy    Tales    (Putnam    Sons) Jacobs 

The   Story  of  the  Three  Little   Pigs  The  Old  Woman  and  Her  Pig 

The  Three  Bears 

Grimm's  Fairy  Tales   (Young) J.  L.  and  W.  K.  Grimm 

The   Shoemaker   and   Elves  Snow   White   and   Rose   Red 

The   Cat   and  the  Mouse  Three   Brothers 

The   Star   Dollars  The   Wolf   and   the    Seven   Little   Kids 

Thumbling 


206  PHYSICAL  EDUCATION  COMPLETE 

Half  a  Hundred  Stories   (Alilton-Bradley  Co.). 

A   Thanksgiving   at   Hollywood                         Grandmother's   Thanksgiving 
Just   So  Stories   (Doubleday,   Page   &   Co.) Kipling 

How  the   Rhinoceros   Got  His   Skin                 tiephant   Lhild 
Red  Letter  Days   (The  Morse  Co.) Hall  &   Lennox 

Flag  Day  ■  htory  of  the  Easter  Lily 

Fourth    of   July 
True   Fairy  Tales    (American   Book   Co.) Bakcwell 

The   Swan's   Song  now   the   btorks   Came   and   Went 

The  Dumpy  Books  for  Children   (Grant   &  Richards,  London). 

Little   Black   Sambo  Little  Yellow  Wang  Lo 

The  Pink  Knight 
Morning  Talks   (Ginn   &   Co.) Wiltse 

The  Three   Bears 

Mother   Goose's    Melodies    (Houghton    Mifflin    Co.) Wheeler 

Boston    Collection    of    Kindergarten    Stories Hammett 

The  Lame   Squirrel's  Thanksgiving   (Milton-Bradley   Co.) C.   S.   Bailey 

Popular  Tales   from   the   Norse    (Routledge   &   Sons,   London)    (E.   P.   Dutton    & 

Co.,    N.    Y\) Dasent 

The  Three   Billy  Goats   Gruff 

In  the  Animal  World   (Silver,  Burdett   Co.) Serl 

Tale    of    Peter    Rabbit    (Warne) Potter 

The   Story   of   Little   Black   Sambo    (Stokes) Alexander 

The   Eugene   Field   Book    (Scribner) Eugene    Field 

The  Sugar  Plum  Tree 
The    Story   Teller's    Book O'Grady    and   Throop 

Chicken  Licken  Ihe   Street   Musicians 

Johnny  and  the  Three  Goats  The  Discontented  Tree 

Titty   Mouse   and  Tatty   Mouse                         The  Night  Before  Christmas 
A  Kindergarten   Story   Book   (Milton-Bradley   Co.) Hoxie 

Billy   Bobtail  The   Wee,   Wee   Woman 

SECOND   GRADE. 

How  to  Tell  Stories  to  Children   (Houghton  Mifflin  Co.) Bryant 

The    Golden   Cobwel)  The  Fire   Bringer 

The  Cat   and  the   Parrot  Little  Tavwots 

The  Star  Dollars                                                      Pied  Piper  of  Hamlin  Town 
Stories   to  Tell  to   Children    (Houghton   Mifflin   Co.) Bryant 

The  Larks  in  the  Cornfield  The  Country  Mouse  and  the  City  Mouse 

The    Little   Jackal   and    the   Alligator  The   Frog  King 

The  Jackals  and  the  Lion  The  Boy  Who  Cried  "Wolf" 

Adventures  of  the  Field  Mouse                         The  Blackberry  Bush 
Fifty  Famous   Stories   Retold   (American   Book  Co.) Baldwin 

Androclus   and   the   Lion                                       Sir  Phillip  Sidney 
English    Fairy    Tales    (Putnam    Sons) Jacobs 

Tom  Thumb  Beauty   and   the   Beast 

Jack,  the  Giant  Killer  Sleeping  Beauty 

Jack  and  the  Beanstalk  Puss-in-Boots 

Little   Red  Riding  Hood  Babes-in-the-Woods 

Cinderella 
Mother  Stories    (Milton-Bradley   Co.) Maud   Lindsay 

The  Search  for  a  Good  Child  The  Closing  Door 

The  Little  Girl  With  the  Light 


FOR  SCHOOLS  AND  1 ' I.. \^  GROUNDS 


207 


Fables  and  Folk  Stories   (Hou.ylitdii   ^rifflin   Co.) Scudder 

The   Traveling-    Musicians  Little    One    Eye.    Two    Eyes    and    Three 

Diamonds   and  Toads  Eyes 

Fables    from   Afar    (Newson    Co.) Brycc 

The   Travellers   and   tlie    15ear  The   Old   Woman   and   tin-   Crowbar 

The   Parrot  The   Elves   and   tlu-    Envious   Man 

The  Raven 

That's   Why  Stories    (Newson    Co.) Bryce 

The   Elf's   Flower  Wliy  the  Cat  Washes  After  Eating 

The  Four  Leaf  Clover  Why  tlie  Turtles  Stay  Near  tlie  Water 

The   Golden    Rod 

Mischief's   Thanksgiving  and   Other   Stories    (Little,   Brown   &   Co.) Coolidge 

How     the    Umbrella     Ran    Away    With       Little  Roger's  Night  in  the  Church 
Ellie 

Thumbelina   (Crowell)    (Houghton   Alifflin   Co.) Hans   Christian   Anderson 

The  Story  of  the  Two  Cakes  That  Loved       Five  Peas  in  a  Pod 

Each   Other  Little   Tiny 

The  Lark  and  the  Daisy 

Just   So   Stories   (Doubleday,   Page   &   Co.) Kipling 

How   the   Camel   Got   His   Hump  Tlie  Cat  That  Walked  l)y  Himself 

Nature  Myths   (A.  Flanagan  &  Co.) Cook 

How  the   Robin's   Breast   Became   Red  An  Indian  Story  of  the   Mole 

How  the  Chipmunk  Got  His  Stripes  Golden   Rod  and   Aster 

Among  the   Farm   Yard   People    (E.   P.   Dutton   &   Co.) Pierson 

The  Story  That  the  Swallow  Didn't  Tell       The   Wonderful  Shiny  Egg 
The  Lamb  With  the  Longest  Tail  Tlie   Ba^-  Colt  Learns  to  Mind 

Grimm's  Fairy  Tales   (Young) J.   L.   and   W.   K.   Grimm 

The   Four   Musicians 

The    Story   of   a    Cat Aldrich 

The   Brownies,  Their   Book   (The   Century   Pub.   Co.) Cox 

Fair}'    Book    (Putnam) Cruikshank 

Old  Wonder   Stories    (D.   C.   Heath   &   Co.) O'Shea 

Careless  Jane    (E.   P.   Dutton    &   Co) Pyle 

The   Children's    Book    (Houghton    Mifflin    Co.) Scudder 

Eskimo   Stories    (Rand.    McNally   Co.) Smith 

Children's    Garden    of   \'erse    (Rand.    McNally   Co.) Stevenson 

Why    the    Chimes    Rang    (Bobbs-Merrill    Co.) Alden 

More    Mother    Stories    (Milton-Bradley    Co.) Lindsay 

The  W^hite  Dove 

THIRD  GRADE. 


Stories   to  Tell   to   Children    (Houghton  Mifflin   Co.) Bryant 

Who  Killed  the  Otter's  Babies  The  Burning  of  the  Rice  Fields 

The  Rat  Princess  The  Jackal  and  the  Camel 

Little  Daylight  The  Tailor  and  the  Three  Beasts 

The  Talkative  Tortoise 


The    Apple    Tree    Mother  (Brooks'  Th 

The    Bird's    Education  " 

The  Diamond  Dipper  "              ' 

A   Sun   Flower    Story 

The    Necklace    of    Truth  "              ' 

Saint   Valentine  " 


rd   Reader) Anderson 

Miller 

.' Old  Legend 

Greek  Myth 

Old  Fairy  Tale 

Old  Fairy  Tale 


208  PHYSICAL  EDUCATION  COMPLETE 

William's  Choice  Literature  Book  Two  (American  Book  Co.)- 

The  Silver  Shilling  The  Hardy  Tin  Soldier 

Snow-white   and   Rose-red  The  Nightingale 

Beauty  and  the  Beast 
Nature    Myths    (Houghton    Alitflin    Co.) Holbrook 

Why  the  Peacock's  Tail  Has  a  Hundred       Why  the  Fox  Has  a  White  Tip 
Eyes  The  Stories  of  the  First  Moles 

Why  the  Bear  Has  a  Short  Tail                      Tlie  Lantern  and  the  Fan 
Fables   and   Folk   Stories    (Houghton   Mifflin   Co.) Scudder 

The  Four  Bulls  and  the  Lion  Tlie   Dog   in   the    Manger 

The  Stag  at  the  Stake  The  Goose  and  the   Golden   Eggs 

The  Wolf  and  the  Lamb  The  Fox  That  Lost  His  Tail 

The  Wolves  and  the  Sheep 
Fifty   Famous    Stories    Retold    (American    Book    Co.) Baldwin 

Romulus   and   Remus  Sir  Walter  Raleigh 

Androclus   and  the   Lion  Bruce  and  the   Spider 

Grace  Darling 
True   Bird   Stories   (Houghton   Mifflin   Co.) Miller 

How  the  Crow  Baby  Was  Punished  How  the  Dog  Interfered 

Doctor  Dot                                                                 My  First  Bird 
In    Story   Land    (Sigma    Co.) Harrison 

The  Story  of  Decoration  Day                             Christopher  Columbus 
English    Fairy   Tales    (Putnam    Sons) Jacobs 

Jack  and  the  Golden  Snuff  Box  Mr.  Vinegar 

Cap  o'  Rushes 
Prose    and   Verse    for    Children    (American    Book    Co.) Pyle 

How  the  Little  Kite  Learned  to  Fly 
Stories    for    Children    (American    Book    Co.) Lane 

The  Goose  That  Laid  the  Golden  Egg- 
Stories  from  Art,  Literature,  Vols.  II  and  III   (Arnold  Metzner  Co.) 
A  Second  Fairy  Reader   (American   Book  Co.) Baldwin 

Another   Fairy   Reader 

King   of   the    Golden    River    (Crowell) Ruskin 

Selections  from  Alice  in  Wonderland   (Rand,  McNally  Co.) Carroll 

The   Story  of  Hiawatha    (Educational    Pub.   Co.) Norris 

Chinese    Fairy    Tales    (Crowell) Pitman 

Japanese    Fairy   Tales    (Rand,    McNally    Co.) Williston 

Myths  of  the  Red  Children  (Ginn  &  Co.) Wilson 

Crib  and  Fly  (D.  C.  Heath  &  Co.) Dole 

Wild  Animals  I  Have  Known   (Scribner) Thompson 

The  Story  of  Tito 

Fairy  Tales   from  Far  Japan    (Revell) Ballard 

Just  So  Stories   (Doubleday,  Page  Co.) Kipling 

Fairy   Tales    from   Afar    (Wessels) Grundtvig 

Fulfilled,  a  Legend  of  Christmas 
Rab  and  His  Friends    (Rand,   McNally   Co.) Brown 

The  Story  of  Wiley 

"Tell  It  Again"  Stories  (Ginn  &  Co.) Dillingham  and  Emerson 

Peter  and  Polly  (American  Book  Co.) Lucia 

Legends  of  the  Springtime  (Educational  I'ub.  Co.) Hoyt 

Mewanec,  the  Little  Indian  Boy  (Ginn  &  Co.) Wiley 

Through  the  Looking  Glass   (Macmillan  Co.) Carroll 

Adventures   of   a   Brownie    (Harper   Co.) Craik 

Household    Stories    (Macmillan    Co.) Grinnn 


FOR  SCHOOLS  AXD  PLAVCIROI'XDS  209 

Cat   Stories    (Little,    IJrown    &    Co.) Jackson 

Nonsense    Songs    (Warnc ) Lear 

Pinocliio   (Ginn    &   Co.) Lorenzini 

Children    of    the    Arctic    (Stokes) Peary 

Fairy   Gold   (E.   P.   Button    &   Co.) Rhys 

Gulliver's  Travels   Retold    (American    Book   Co.) Baldwin 

Posey    Ring    (AlcClure) Wiggins 

The  Fir  Tree.     Williams'  Choice  Literature.     Book  L 

A  Child's   Story  Garden    (Scott    &    Miller; Hcber 

A  Christmas  Story  The  Song  of  tlie  Pine  Tree 

The   First   Christmas                                                 The    Anxious    Leaf 
Knight  and  Barbara   (D.  Appleton   &  Co.) Jordan 

The    Boy    That    Whacked    the    Witched       Why  the   Parrot  Was  So  Strong 
Toadstools 

Robinson   Crusoe   for   Children    (American    Book   Co.) Baldwin 

WHiy  the   Chimes    Rang   (Bobbs-Merrill    Co.) Alden 

FOURTH   GRADE. 

American  Book  of  Golden  Deeds   (American  Book  Co.) Baldwin 

Are  You  There,  My  Lad?  Hero   of  Valley  Forge 

The  Bootblack  from  Ann  Street  A  Quick-Witted  Mountain  Girl 

A  Modest   Lad  Partners 

The  Race  W'ith  the  Flood 

Fifty  Famous   Stories   Retold   (American   Book   Co.) Baldwin 

The  Brave  Three  Hundred  Dick  Whittington  and  His  Cat 

Grace   Darling  Story  of  William  Tell 

King  Alfred  and  the  Beggar  King  Alfred  and  the  Cakes 

The    Cat's    Christmas  (Brooks'  Fourth  Reader) Coolidge 

The  Five  Peas  "  "  "         Anderson 

How   Cedric   Became   a   Knight         "  "  "         Harrison 

The   Story   of  Narcissus  "  "  "         Greek  Myth 

The   Golden   Touch  "  "  "         Hawthorne 

When  the  King  Came   (Houghton   Mifflin   Co.) Hodges 

The  Good  Samaritan  The  Rich   Alan  and  the  Beggar 

Old  Stories  of  the  East   (American  Book  Co.) Baldwin 

The   Great   Chief  The   Sling 

The  Master  of  the  Land  of  the  Nile 

Ethics    for    Children    (Houghton    Mifflin    Co.) Cabot 

The  Two  Travelers  The    Sympathy   of   Aliraham    Lincoln 

The  Choice  of  Hercules  A  Soldier's   Pardon 

Grenfell 

How  to  Tell  Stories  to  Children  (Houghton  Mifflin  Co.) Bryant 

Fulfilled,  Christmas  Legend  The  Little  Hero  of  Harlam 

W^hy  the  Sea  Ls  Salt 

Uncle   Remus — His   Songs   and  His   Sayings    (Appleton's) Harris 

Mr.  Rabbit  Grossly  Deceives  Mr.  Fox  Old  Mr.  Rabl)it,  He's  a  Good  Fisherman 

Mr.  Fox  Is  Again  Victimized  Mr.  Rabbit  Finds  His  Match  at  Last 

Mr.  Fox  Goes  A-Hunting.  But  Mr.  Rab-       The  Wonderful  Tar  Baby 
bit  Bags  the  Game 

Anderson's    Fairy  Tales    (Ginn    &    Co.) Stickney 

The  Ugly  Duckling  The  Little  Fir  Tree 

The  Little  Match  Girl 

Kristy's   Rainy  Day   Picnics    (Houghton   Mifflin   Co.) Miller 

Christmas  in  a  Baggage  Car  Lottie's  Christmas  Tree 


210  PHYSICAL  EDUCATION  COMPLETE 

The  Animal   Story   Book   (Longmans,   Green   &   Co.) L^ng 

A  Rat  Tale                                                                 The  War  Horse  of  Alexander 
Cat  Stories — Retold  From  St.  Nicholas   (The  Century  Co.) 

Cat   Xancy's   Folk                                                    How   Cats   Came   to   Purr 
Chinese   Fables  and  Folk  Stories    (American   Book   Co.) Davis   and   Chow   Leung 

The  Proud  Fox  and  the  Crab  The  Melon  and  the  Professor 

The  Children  and  the  Dog  The   Mule   and   the   Lion 

Selected  Stories  from  Old  Mother  West  Wind   (Little,   Brown   &   Co.) Burgess 

Pinochio    in   Africa    (Ginn    &    Co.) Lorenzini 

The   Wizard   of   Oz    (Bobbs-Merrill   Co.) Baum 

Nature   Myths  of  Many   Lands    (American   Book  Co.) Farmer 

Fairy  Stories  Retold  from  St.  Nicholas   (The  Century  Co.) 

Fantastic  Tales   •  • Stockton 

Old  Pipes  and  the  Dryads 
Arabian    Nights    (Scribner) Wiggin    &    Smith 

Alladin  and  His  Wonderful  Lamp 
Eyes    and    No    Eyes Andrews 

The  Three  Giants 
The   Basket  Woman    (Houghton    Mifflin   Co.) Austin 

The   Fire   Bringer 
Grandfather's    Stories    (American    Book    Co.) Johonnot 

Spot  and  Her  Friends  The  Boy  Who  Took  a  Boarder 

Daddy  Jake,   the    Runaway   (The    Century   Co.) Harris 

Celtic    Fairy    Tales    (Putnam) Jacobs 

Light   Princess   and   Other   Fairy   Tales    (Putnam) Macdonald 

Toby    Tyler     (Harper    Co.) Otis 

Moni,   the   Goat    Boy    (Ginn    &    Co.) Spyri 

The   Blue  Fair}-   Book   (Longmans.   Green   &   Co.) Lang 

Old    Time    Stories    Retold Smythe 

Jason  and  the  Harpies 
Lives    and    Stories    Worth    Remembering Kupfer 

]\Iiracles  of  St.  Francis 
Fairy  Stories  and  Fables  (American  Book  Co.) Baldwin 

The  Milkmaid  and  Her  Pail 
Old    Greek    Stories    (American    Book    Co.) Baldwin 

The  Wonderful  Weaver 

Toto's   Happy  Winter   (Little,   Brown   «&   Co.) Richards 

True  Story  of  Christopher  Columl)us   (Lothrop) Brooks 

The    Wonder    Clock    (Harper ) P34e 

Stories    of    the    Olden    Times Johonnot 

Thor's  Visit  to  Jotunheim 
Prose   and  Verse   for   Children    (American    Book   Co.) Pyle 

The  Land  Where  the  Lazy  Bird  Flaps 
Told  to  the  Children  Series  (E.  P.  Dutton  &  Co.) Defoe 

Robinson   Crusoe 

Robinson     Crusoe     (Russell) Defoe 

Talcs   of  the   Red   Children    (Appleton) Brown    &    Bell 

Ethics   for   Children    (Houghton    ^klifflin   Co.) Caljot 

The   Blue   Bird   for   Cliildren    (Silver,   Burdett   Co.) Maeterlinck 

FIFTH  AND  SIXTH  GRADES. 

Anderson's    Fairy    Tales     (Crovveli) Anderson 

Alladin   and   Other   Stories    (Longmans,   Green   &   Co.) Lang 

Adventures   of   a    Brownie    (Crowell) Craik 


FOK   SCHOOLS  AXI)   PLA^  ( il>:oUi\DS  211 

A    W'oiuKt    lldok    (ll(Hi,L;litcin    Mit'lliii    Co.) Hawtliorne 

Arahian    Nights    (Ginn    &    Co.) Hale 

American   l-.ook  of  Golden  Deeds   (American   Book  Co.) Baldwin 

American    Hero   Stories    (Houghton    Mifflin    Co.) Tappan 

Among   the    Pond    People  (E.    P.    Dutton    Co.) Pierson 

Among   the    Meadow    People      "      "  "  "      Pierson 

Among- the  Farmyard  People      "      "  "  "     Pierson 

Among  the  Forest   People Pierson 

Among  the   Night    People  "     Pierson 

Book   of   Fairy  Tales    (Dodd,   Alead   Co.) (}ould 

Celtic    Fairy    Tales    (Putnam) Jacobs 

Colonial  Stories  Retold  from   St.  Nicholas   (Century   Co.) 

English    Fairy   Tales    (Putnam) Jacobs 

Editha's    Burglar    (Estes) Burnett 

h'^airy  Tales  Every  Child  Should  Know   (Doubleday.   Page   &  Co.) Mabie 

I-'ive   Little   Peppers   and  How   They   Grew   (Lothrop) Sidney 

Father  Junipero  and  the  Mission  Indians   (Little,  Brown  &  Co.) Jackson 

Farmer   Brown   and   the   Birds    (L.   C.   Page   Cosy   Corner   Series) Fox 

Grimm's  Fairy  Tales   (Young) Grimm,  L.  J.   and  W.  K. 

Greek    Heroes    (Ginn    &    Co.) Kingsley 

Heidi     (Crowell ) Spyri 

Hiawatha    (Houghton    Mifflin    Co.) Longfellow 

In  the  Days  of  the  Giants  (Houghton  Mifflin  Co.) Brown 

Juan   and  Juanita    (Houghton    Mifflin    Co.) Baylor 

Japanese  Folk  and  Fairy  Tales  (American  Book  Co.) Roulet 

Jack  the   Fire  Dog   (Little,   Brown   &   Co.) Wesselhoeft 

Kim    (Doubleday,   Page   &   Co.) Kipling 

Mr.   Rabbit   at   Home    (Houghton   Mifflin   Co.) Harris 

Nights   with   Uncle   Remus    (Houghton    Mifflin   Co.) Harris 

Old  Stories  of  the  East   (American   Book  Co.) Baldwin 

Out-Door    Land     (Harper) Chambers 

Orchard-Land     (Harper) Chambers 

Queen  Zixi   of  Ix,  or  The  Story  of  the   Magic   Cloak   (Century) Bauni 

Rebecca   of   Sunnybrook   Farm    ( Houghton    Mifflin    Co.) Wiggins 

Robinson     Crusoe     (Russell) Defoe 

Red    Cap   Tales    (Macmillan) Crockett 

Rab   and   His   Friends   (L.  C.   Page,  The   Golden   Rod   Lil)rary) Brown 

St.  Nicholas  Christmas  Book  (Century) 

Smoky  Days — Indian   Stories  Retold   (Little,   Brown   &    Co.) Eastman 

Southern   Stories   Retold   from   St.   Nicholas    (Century   Co.) 

Stories  of  Brave  Dogs,   Retold  from  St.  Nicholas   (Longmans,  Green   &   Co.)....  Lang 

Story-Telling— What  to  Tell  and  How  to  Tell  It  (McClurg  &  Co.) Lyman 

Told    by   Uncle    Remus    (McClure) Harris 

The  Tar   Baby  and  Other   Rhymes   of  Uncle   Remus    (Apjileton) Harris 

The  Book  of  Folk  Stories   (Hougliton   Mifflin   Co.) Scuddcr 

The   Little   Lame   Prince    (L.   C.   Page   Cosy   Corner   Series) Craik 

The  Light  Princess  and  Otlier  F"airy  Tales  (Putnam) MacDonald 

The   King  of  the   Golden   River   (Crowell) Ruskin 

The    Story   of   Roland    (Houghton    Mifflin    Co.) Baldwin 

The    Children's    Book    (Houghton    Mifflin    Co.) Scuddcr 

The  Story  of  a  Short  Life   (Rand   McNally  &  Co.) Ewing 

The   Bird's   Christmas    Carol    (Houghton    MiffHn    Co.) Wiggins 

The   Ruggles's   Christmas   Dinner 
Toby  Tyler,  or  Ten  Weeks  with  a  Circus   (Harper) Otis 


212  PHYSICAL  EDUCATION  COMPLETE 

The  Widow  O'Collaghan's   Boys    (McClurg  &   Co.) Zollinger 

The  Deer  Slayer   (University  Standard  Lit.  Series) Cooper 

The   Pilot  "  "  "  '•       Cooper 

The   Spy  "  "  "  "       Cooper 

True    Bear   Stories    (Rand,    McNally    &    Co.) Miller 

The   Wonder   Book   of   Horses    (Century) Baldwin 

The  Book  of  Saints  and  Friendly  Beasts   (Houghton   Mifflin   Co.) Brown 

The   Reform   of   Shann    (Little,   Brown   &   Co.) French 

The   Biography  of  a   Grizzly   (Century) Thompson 

The   Posy   Ring   (McClure) \\'iggins    and    Smith 

The  Man  Without   a  Country   (Estes) Hale 

Treasure   Island   (Rand,  McNally  &  Co.) Stevenson,   R.   L. 

Tales  from  Shakespeare  (Houghton  Mifflin  &  Co.) Laml),  C  and  M 

The  Animal   Book   (Longmans,  Green   &  Co.) Lang 

The  Blue  Bird  for  Children  (Silver,  Burdett  Co. ) Maeterlinck 

Uncle  Remus  and  His  Friends   (Houghton  Mifflin  &  Co.) Harris 

Uncle   Remus,   His    Songs   and   Sayings    (Applcton) Harris 

Wee,    Willie    Winkie    (Caldwell) Kipling 

Wigwam   Stories    (Ginn    &   Co.) Judd 

Wings    and    Stings    (Rand,    AIcNally    &    Co.) Daulton 

Wild   Animals   I   Have    Known    (Scribner) Thompson 

Young   Lucretia   and   Other   Stories    (Harper) \\ilkins 

SEVENTH  AND  EIGHTH  GRADES. 

Animal    Hero    Stories    (Houghton    Mifflin    Co.) Tappan 

Arabian    Nights    (Scribner) Wiggins    and    Smith 

Animal    Heroes    (Houghton    Mifflin    Co.) Seton 

Alice's  Adventures   in   Wonderland    (Macmillan  ) Carroll 

A  Wonder   Book    (Houghton    Mifflin    Co.) Hawthorne 

A  Wonder  Book  for  Boys  and  Girls   (Houghton  Mifflin  Co.) Hawthorne 

Alcott,    Louisa    M.,    Series    (Lothrop) Alcott 

A   Child's   History   of   England    (Estes) Dickens 

A  Child's  History  of   England   (Houghton   Mifflin   Co.) Dickens 

A  Child's  History  of  England  (E.  P.  Dutton   &  Co.) Dickens 

Among  the   Pond   People  (E.   P.   Dutton   &  Co.) Pierson 

Among   the    Meadow    People      "      "  "         "      "      Pierson 

Among  the  Farmyard   People     "      "  "         "      "      Pierson 

Among  the   Forest   People  "      "  "         "      "      Pierson 

Among  the  Night   People  "      "  "         "      "      Pierson 

Alpatok,  An   Esquimo  Dog   (L.   C.   Page   Cosy   Corner   Series) Saunders 

Black    Beauty    (Crowell) Sewell 

Celtic    Fairy    Tales     (Putnam) Jacobs 

Classic    Myths    (Ginn    &    Co.) Gayley 

Children    of    the    Tenements    (Macmillan ) Riis 

Country  Pastimes  for  Boys   (Longmans,   Green    &   Co.) Graham 

Captains    Courageous    (Century) Kipling- 
Candle   Lightin'  Time    (Dodd,   Mead    Co.) Dunbar 

Child    Rhymes    (Bobbs-Merrill    Co.) Riley 

Emmy    Lou     (McClurg) Martin 

Historic   Girls    (G.    Putnam   Co.) Brooks 

Heroes  Every  Child  Should  Know   (Doubleday,  Page   &   Co.) Mabie 

Hiawatha    (Houghton    Mifflin    Co.) Longfellow 

In   Chimnej'  Corners   (Doubleday,   Page   &   Co.) MacManus 


FOR  SCHOOLS  AND  PLAYGROUNDS  213 

In   llu'  Days  of  llic  (iiiints   (H()UL;lUt)ii   Alifl'liii   Co.) lirown 

]n    llio    Boyhood    of    Lincoln    (AjipU'ton) Butterworth 

Ivanhoo    (I'nivorsity    Stamlanl    Lit.    Series) Scott 

Joan    of    Arc Lowell 

Joan  of  Arc — Cliihlren's  Hero  Series   (E.   P.  Dntton   tS:   Co.) Lang 

Jean  Val  Jean   ((iinn   &  Co.) Wiltse 

Kenilworth    (L^niversity    Standard    Lit.    Series ) Scott 

King  Arthur  and  His   Court   (Ginn   &   Co.) (ireen 

Kristy's   Queer   Christmas    (Houghton    AHfflin    Co.) Miller 

Kellogg's  Series  for  Boys   (Lothrop) Kellogg 

Legends    of    Cliarleniagne    (Crowell — Astor    Series) Bulfinch 

Leather   Stocking  Tales    (Houghton   Mifflin   Co.) Cooper 

Lady  Lee   and  Other  Animal   Stories    (McClurg) Ensign 

More   Celtic   Fairy  Tales    (Putnam   &   Sons) Jacobs 

Nights  with  Uncle  Remus   (Houghton  Mifflin  Co.) Harris 

Old  Hendrick's  Tales   (Longmans,   Green   &   Co.) Vaughn 

Old  Mammy's  Torment   (L.  C.   Page   Cosy  Corner   Series) Johnston 

Patty  Fairfield   (Dodd,  Mead  Co.) Wells 

Princes   and   Princesses    (Longmans,   Green    &    Co.) Lang 

Robinson    Crusoe    (Russell) Defoe 

Recollections  of  a  Drummer  Boy  (Houghton  Mifflin  Co. ) Kieffer 

Red    Cap    Tales    (Macmillan) Crockett 

Squirrels  and  Other  Fur  Bearers   (Houghton   Alifflin   Co.) Burroughs 

Snow   Shoes   and  Sledges   (Harper) Munroe 

Stories    for    Boys    (Scribner) Davis,    R.    H. 

Stories   of   Robin   Hood    (Crowell) McSpadden 

Stories    from   Wagner    (Crowell) McSpadden 

Six    Trees     (Harper) Wilkins 

Bret   Harte   in   Christmas   Collections    (Moffat-Yard   Co.) Schauffer 

Santa  Claus  at  Simpson's  Bar 

Story  of  Roland  (American   Book   Co.) Baldwin 

Story    of    Siegfried  "  "  "      Baldwin 

Story    of    the    Greeks  "  "  "      Guerber 

Story  of  the  Romans  "  "  "     Guerber 

Santa  Claus  on  a  Lark   (Century). Gladden 

Told  to  the  Children  Series   (E.  P.  Dutton   &  Co.) Defoe 

The  Snow  Image  and  Other  Twice  Told  Tales  (Houghton   Mifflin  Co.) ...  .Hawthorne 

The  Book  of  Saints  and  Friendly  Beasts   (Houghton   Alifflin  Co.) Brown 

The   Basket   Woman    (Houghton    Mifflin    Co.) Austin 

The  Talking  Beasts — Fables  from  India  (Doubleday,  Page  &  Co. )  .Wiggins  and  Smith 
The    Bird's    Christmas    Carol    (Houghton    Mifflin    Co.) Wiggins 

The   Ruggles's   Christmas   Dinner 

Tales  of  Laughter  (Doubleday,  Page  &  Co.) W  iggins  and   Smith 

The   Happy   Prince    (Little,   Brown   &   Co.) W'ilde 

The    Jungle    Books    (Century    Co.) Kijiling 

Ben   Hur   (Harper) Wallace 

The  Three  Wise  Men 

The  Tar  Baby  and  Other  Rhymes   of  Uncle   Remus    (Appleton) Harris 

The    Children's    Book    (Houghton    Mifflin    Co.) Scudder 

The   Little   White    Bird    (ScribnerJ Barrie 

Through   the   Looking   Glass    (Macmillan ) Carroll 

The    Song  of   Roland    (Houghton    Mifflin    Co.) E?aldwin 

Tom  Brown  at  Rugby  (Houghton   Mifflin   Co.) Hughes 

The    Widow    O'Collighan's    Boys    (McClurg) Zollinger 


214 


PHYSICAL  EDUCATION  COAIPLETE 


The  Deer  Slayer   (Macmillan) Cooper 

The  Last  of  the  Alohicans   (Alacmillan) Cooper 

The    Magic    Forest     ( Macmillan  j White 

Two  Years   Before  the   Alast   (Houghton   Mifflin   Co.) Dana 

The   Spy    (University   Standard   Lit.    Series) Cooper 

The   Flamingo   Feather    (Harper-Y.    P.    Series ) Munroe 

The    Book   of   Golden    Deeds    (Lothrop) Yonge 

The    Little    Duke    (Lothrop) Yonge 

The    Prince   and   the    Page    (Lothrop) Yonge 

The   True   Story   of  Abraham   Lincoln    (Lothrop) Brooks 

The  True   Stor}-  of  George  Washington   (Lothrop) Brooks 

The   Boy   Lincoln    (Appleton) Stoddard 

The  Fifteen  Decisive   Battles  of  the  World   (Harper) Creasy 

The  Story  of  the  Birds  (Appleton) Baskette 

The    Spinner    Family    (McClurg) Patterson 

The   Wonder    Book   of   Horses    (Century) Baldwin 

The    Bird    Hospital    (Caldwell ) Bascom 

The  Wit  of  the  Wild   (Dodd  A'lead  Co.) ingersoll 

The   Second   Jungle   Book    (Century) Kipling 

The   Biography   of  a   Grizzly   (Century) Thompson 

The   Children's   Book  of  Stars   (Macmillan) Milton 

The   Insect  World   (Appleton) W^eed 

The  Story  of  Primitive   Man   (Appleton) Clodd 

The  Man  Without  a  Country   (Estes) Hale 

Treasure  Island  (Rand,  McNally  &  Co.) Stevenson,  R.  L. 

Tales  from  Shakespeare  (Houghton  Mifflin  &  Co.) Laml),  C.  and   M. 

Uncle   Remus   and  His   Friends    (Houghton   Mifflin   Co.) Harris 

Uncle   Remus,   His   Songs   and   His   Sayings    (Appleton) Harris 

Up  and  Down  the  Brooks   (Houghton  Mifflin  Co.) Bamford 

Wee,  Willie  Winkie   (Caldwell) Kipling 

Wigwam   Stories   (Ginn   &   Co.) Judd 

Westward,   Ho  !    (Macmillan) Kingsley 

Ways  of  the  Six  Footed  (Ginn  &  Co.) Comstock 

\yU<\    Neighbors    (Macmillan) Ingersoll 


THE    STORY    HOUR— FIRST    GRADE 


CHAPTER  VIII 


An  Elementary  Course  in  First  Aid  for  Grammar  Grades 


FIRST   AID   TO    THE   INJURED 

No  matter  where  we  go  or  what  wi'  (Id,  we  are  constantly  liable  to  meet  witli 
accidents,  trivial  or  serious,  and  a  knowledge  of  First  Aid  is  of  snch  value  that 
all  should  make  it  a  point  to  accept  instruction  along  this  line  whenever  the 
opporlnnity  oifers. 

Very  fre(pieiitly  injiii-ii's  are  carelessly  handled,  a  bandage,  the  cleanliness 
of  which  is  often  questionable,  applied  and  the  wound  left  to  heal  itself,  if  it 
is  so  inclined.  Fortunately  Avounds  cared  for  in  this  way  often  do  heal  them- 
selves, and  again  very  serious  complications  arise  because  of  lack  of  proper 
and  intelligent  treatment  at  the  time  of  the  accident,  complications  which 
often  baft'le  the  skill  of  medical  men  and  result  fatally. 

First  Aid  is  intended  only  to  replace  the  careless  and  dangerous  methods 
of  treatment  employed  by  the  ma.iority  of  people.  IT  IS  NOT  INTENDED 
TO  TAKE  THE  PLACE  OF  THE  SERVICES  OF  A  PHYSICIAN  and  should 
never  ])e  so  considered.  l)ut  First  Aid  administered  by  one  schooled  in  the  work 
does  give  temporary  relief  and  prevents  trivial  injuries  from  becoming  serious. 

Today  we  are  wisely  taught  that  to  neglect  a  wound,  no  matter  how  trifling 
it  may  seem  to  us.  frequently  leads  to  trouble,  whereas  if  we  promptly  apply 
First  Aid  treatment,  such  dangers  are  obviated. 

Where  the  wound  is  serious,  First  Aid.  intelligt'utly  applietl,  gives  tem- 
porary relief  to  the  in.jured  part,  relieves  the  sufferer's  mind  of  fears,  lessens 
the  dangers  of  complications,  assists  medical  treatment  that  follows  and  hastens 
the  final  recovery. 

GENERAL  RULES  TO  BE  OBSERVED  IN  CASE  OF  SICKNESS 

OR  ACCIDENT. 

1.  A  COOL,  DETER:\IL\ED  person  should  take  charge  until  the  arrival 
of  medical  assistance. 

2.  Place  the  patient  in  as  comfortable  a  position  as  i)ossil)le. 

:-?.  jNIake  sufficient  examiiiation  to  learn  the  natiu-e  of  the  sickness  or 
injury,  atul  then — 

4.  Telephone,  or  send  for  medical  assistance.  Always  give  the  prefer- 
ence to  the  family  ])hysi('iaii  if  it  is  possible  to  do  so.  Give  the  physician 
sufficient  information  concerning  the  case  to  pei-mit  him  1o  take  with  him  all 
necessary  su]iplies  and  instrnmeuts.  Much  \aliiable  lime  nia\  be  saved  in  this 
way. 

5.  The  curious  crowd  should  be  k-ept  away  from  the  patient.  It  is 
extremely  necessary  that  the  patient  have  plenty  of  fresh  air.  If  the  conditions 
are  such  that   the  patient    iini.sl    be   whei-e  a  crowd  can  gather,  instruct  those 


216  PHYSICAL  EDUCATION  COMPLETE 

nearest  to  form  a  large  circle,  by  grasping  hands  firmly  and  pushing  back  the 
crowd,  thus  leaving  the  patient  and  the  few  necessary  people  in  the  center. 

6.  Do  not  permit  any  screaming  or  excitement  or,  in  fact,  anything  that 
might  cause  the  patient  alarm.  If  friends  or  relatives  persist  in  acting  in  such 
a  manner,  they  should  be  excluded,  regardless  of  feelings. 

7.  If  it  is  possible  to  secure  immediately  the  services  of  a  physician,  the 
First  Aid  student  need  do  ver.y  little  beyond  making  the  patient  comfortable 
and  keeping  the  crowd  away. 

8.  In  case  of  hemorrhage,  prompt  and  continued  action  are  necessary 
until  the  arrival  of  the  physician.  Control  hemorrhage  by  making  a  direct 
pressure  into  the  wound  "with  a  clean  bandage,  absorbent  cotton  or  the  inside 
of  a  handkerchief  that  is  fresh  from  the  laundry.  In  the  more  serious  cases  of 
hemorrhage,  press  on  the  artery  between  the  cut  and  the  heart.  The  pressure 
point  must  be  found,  that  is,  a  point  where  the  artery  can  be  pressed  against  a 
bone. 

Bacteria. — Bacteria  are  omnipresent.  Our  hands,  breath  and  clothing  are 
constantly  in  a  state  of  storage  for  them  and  we  should  exercise  the  greatest 
care  in  the  handling  of  open  wounds.  Bacteria  in  a  wound  take  what  they 
need  of  the  lilood  for  their  nourishment  and  propagation  and  leave  behind  the 
chemical  changes,  or  wastes.  Germs  produce  poisons  which  cause  abscesses 
under  the  skin  and  enlarge  the  already  present  cavity.  The  presence  of  bac- 
teria in  a  wound  very  often  causes  fever,  derangement  of  the  brain,  or  delirium, 
weak  heart  and  a  general  weak  and  run-down  condition,  all  due  to  the  chemical 
changes  produced  by  germs.  The  brain  centers  and  heart  are  mostly  atfected 
and  often  death  folloAvs. 

SOME   THINGS   TO   BE   REMEMBERED 

1.  Antiseptics  that  are  nf»t  Avt^ll  diluted  destroy  tissue. 

2.  Do  not  touch  the  wound  with  the  hands.  If  you  are  to  take  charge  of 
the  case,  cleanse  your  hands  at  once  by  the  use  of  hot  water,  soap  and  the 
vigorous  use  of  a  nail  brush.  Particular  attention  should  be  given  to  the 
cleansing  of  the  nails.  After  this,  rinse  the  hands  well  in  a  solution  of  carbolic 
acid  (one  teaspoonful  to  a  quart  of  water).  Do  not  dry  the  hands  on  a  towel 
(n-  allow  them  to  come  in  contact  with  anything  except  the  sterile  material  to 
l)e  used. 

3.  Begin  the  washing  of  wounds  with  a  solnti(ni  of  one  level  teaspoonful 
of  salt  in  a  pint  of  water. 

4.  Splash  the  water  onto  the  injury  or  use  a  piece  of  absorbent  cotton, 
allowing  the  water  to  run  off  the  cotton  into  the  wound.    Do  not  wash  out  miu'li. 

5.  Do  not  allow  the  patient,  or  anyone  else,  to  touch  tlu'  \\dund. 

6.  Still,  clean  air  is  not  dangerous.  A  wound  exposed  in  the  oiien  air  is 
less  lik'cly  to  hcconie  infected  than  one  that  is  exposed  in  a  close  and  dusty 
room. 

7.  Do  nol  use  adhesive  plastei',  ant  iphlo^isl  iiu'  oi-  any  greasy  sul)s!anee 
on  an  open  wound.     I^eave  that  1o  llie  decision  of  the  jihysician. 


FOR  SCHOOLS  AND  PLAYGROUNDS  217 

8.  Whrri'  lu'ccissary.  clip  the   liaii-. 

9.  ]\ciii()V('   rorc'iL;!!  Ixxlies. 

10.  A|;i)l\'  st('i'ili/('(l   iiialcfial   uiilil   tlic  |iliysi('iaii  arrives. 

11.  While    a    woiiinl    is    healiii;.;'    it,    slwuild    be    kepi    ojieii    and    tliorouylil y 
cleansed.     Let  it  discliarye.     liy  so  doini;'  much  tronhle  may  l)e  saved. 

PRECAUTIONS 

1.  Care  should  ))e  taken  to  piil  a  bandage  on  firmly  and  seeurel>'.  hut  not 
too  tightly.  A  bandage  should  never  be  so  tight  as  to  interfere  with  the  circula- 
tion, by  cutting  otf  the  blood  snpply.  Such  a  bandage  left  too  long  may  cause 
mortification  and  eventually  death  of  the  part. 

2.  Ijcave  the  tijis  of  the  fingers  or  toes  uncovered  so  they  may  be  seen. 
If  they  turn  blue  or  the  patient  complains  of  cold  in  the  injured  part,  it  is 
almost  a  sure  sign  that  the  blood  supply  has  been  interfered  with  and  the 
bandage  must  be  loosened  at  once. 

8.     Put  bandages  over  splints,  NEVER  UNDER  TIIEM. 

4.  I'se  only  dry  bandages.     Wet  ones  shrink  and  stop  the  circulation. 

5.  Bandage  the  injured  part  in  the  position  in  which  it  is  intended  to  be 
left.  Change  of  position  of  the  part  may  cause  a  tightening  somewhere  that 
would  stop  the  circulation. 

fi.      Put  on  plenty  of  bandage.     Do  not  be  afraid  of  wasting  such  material. 

7.  Always  use  the  figure  of  eight  over  a  joint. 

8.  Begin  bandaging  from  the  lower  part  of  the  injured  member  and  work 
ujiwai'd. 

9.  Tie  knots  where  they  will  cause  no  suffering  or  inconvenience. 

To  Sterilize  Needles. — People  often  have  use  for  a  needle  with  which  to 
open  pimples,  boils  or  wounds  and  whenever  .such  a  thing  is  to  be  done  the 
needle  should  be  first  sterilized  by  placing  the  point  in  an  alcohol  or  gas  flame 
or  by  dipping  the  point  into  alcohol  or  carbolic  acid,  being  careful  not  to  touch 
the  point  with  the  fingers  before  using  it. 

Keep  Wounds  Open. — If  pus  is  formed  in  a  wound  and  a  person  wishes  to 
use  adhesive  or  court  plaster  to  cover  it,  snuill  holes  should  be  cut  in  the  plas- 
ter before  it  is  applied  or  thin  strips  of  plaster  should  be  put  on  in  such  a  way 
that  the  wound  is  able  to  discharge  the  poison. 

First  Aid  Outfits  for  Schools. — 
2  ozs.  Ai-oinatic  Spicits  of  Ammonia.     Dose — 1  teaspoouful  in  a  glass  of  watei', 

to  be  used  as  a  stimulant. 
4  ozs.  Lysol,  POISON.     1  teaspoouful  in  a  (puirt  of  watei-  foi'  washing  wounds. 

f(U'  KXTEKNAL  USE  ONLY. 
1/4  lb.   Poracic  Acid — For  Eye  Wash.     ^Nfake  a  2  i)er  cent  solution  and   jiut  a 

few  drops  in  each  eye. 
1  50c  box  of  Poslam — For  healing  all  sorts  of  skin  troubles. 
1  oz.  Oil  of  Cloves — POISON,     ('leanse  cavity  with  small  piece  of  cotton,  sat- 

ur;ite  a  little  cotton  with  ()il  of  ('lo\-cs  and  apply  to  the  cavity. 


218  PHYSICAL  EDUCATION  COMPLETE 


] 


1  l)()x  of  Tooth  Wax.     Cleanse  cavity  with  small  piece  of  cotton  and  fill  cavity  \ 

with  wax.  .j^ 

4 — 1  inch  Gauze  Bandages.  | 

6 — 2  inch  Gauze  Roller  l^andages.  | 

2 — 3  inch  Muslin  RoHer  Bandages.  ^ 

6 — Triangular  Bandages.  -•' 

4 — 1  yard  packages  Picric  Acid  Gauze.  ' 
2 — 1/4  pound  packages  Aborbsent  Cotton. 
4 — Yucca  Splints. 

1 — Package  Safety  Pins.  ; 

1 — Cup,  paper  or  enamel.  \ 

1 — Pair  Sharp  Scissors.  > 

1 — Pair  TAveezers.  j 

1 — U.  S.  A.  Tourniquet  or  ])iece  of  small  Rubber  Tubing.      (Rubber  tul)iiig.  ! 

used  as  a  Tournicpu't.  should  be  used  either  over  clothing  or  a  piece  of  cloth  ! 

placed  next  to  the  skin,  and  then  should  be  loosened  very  frequently.)  I 
1 — Box  Wooden  Tongue  Depressers. 

Important. — Have  your  School  First  Aid  Outfit  kept  under  lock  and  key,         ; 
never  permitting  anyone  access  to  the  case  unless  absolutely    necessary    and 
then  only  under  your  personal  instruction  and  direction.  j 


DIAGRAM  FOR  MAKING  A  FIRST  AID  CUP  OF  PAPER. 

E 


^  G" W 

Figure  1..  Figure  2-  -Cup  ('(»m|)lete. 

Directions  for  Folding  the  Paper. 

1.  A  perfectly  s(|uare  piece  of  paper  should  be  used. 

2.  Fold  ou  Ihc  (lolled  line.  No.  1,  A-D,  so  thai  Ihe  jxtints  F  and  E  meet. 

3.  Fold  on  Ihe  doited  line,  \o.  2,  C-TT.  so  llial   Ihe  i)oints  1)  aiul  1>  meet. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


219 


4.  Fold  on  the  (lotted  line.  No.  •'!.  l)-(i.-.s()  tli;i1   points  A  and  C  meet. 

5.  Fold  on  till'  (lotted  line.  No.  4  -li-C,  so  tlial  tiir  ixiiiits  E  and  F  I'all  on 
the  outside,  and  the  enp  is  eonipilete. 

BANDAGES. 

Bandapes  are  nsed  for  the  following  purposes: 

1.  Ti»  liold  splints  in  position. 

2.  To  hold  dressings  in  position. 

3.  As  slings  to  siii)p(trt  injnred  parts. 

4.  To  control  ])li'cding  by  pressure. 

5.  To  keep  a  wonnd  (dean  and  free  from  ex})osiu'e  to  the  clothing. 

Bandages  may  be  fastened  by  the  use  of  adhesive  plaster,  safety  pins,  sew- 
ing or  the  ends  may  be  tied  in  a  Reef  Knot,  sometimes  called  a  Square  Knot. 
Never  use  what  is  know  as  the  "Granny  Knot.""  which  is  most  always  made 
by  thos(^  unfamiliar  with  First  Aid  work.     It  does  not  always  hold  securely. 

To  tie  the  Reef  Knot,  proceed  as  follows : 

Take  the  two  ends  of  the  bandage  in  yonr  two  hands,  lay  the  end  held  in 
your  right  hand  on  top  of  the  one  held  in  yoiu'  left  hand  and  with  the  fingers 
o+'  the  left  hand  wind  the  end  (still  working  with  the  right  end  of  the  bandage) 
aronii'!  the  left  end.  thus  making  the  first  half  of  the  knot.  Now  lay  the  end 
held  in  your  left  hand  on  top  of  the  end  in  your  right  hand,  wind  it  around  the 
end  held  in  yonr  right  hand,  [mil  the  end  through  and  the  knot  is  made. 

Say  to  yourself  as  you  tie  the  knot — "Right  over  the  left  and  left  over  the 
right."    This  will  always  set  you  in  the  right  path  and  is  easily  remembered. 

Bandages  mostly  used  by  the  Student  of  First  Aid  ai'e 

1.  Triangular. 

2.  Roller. 

Triangular  Bandage. — The  Triangular  Bandage  seems  to  be  lu'st  suited  for 
the  use  of  thos(-  who  are  to  do  First  Aid  work.  In  expert  hands  it  is  often 
applied  most  skillfully".  It  is  easily  made  and  applied  and  there  is  very  little 
chance  of  any  harm  l)eing  dont^  by  its  use. 

It  is  made  of  unbleached  muslin,  cotton  (doth  or  a  strong  cheese  cloth,  and 
when  cut  from  34  inches  to  36  inches  square,  is  most  effectively  handled.  It 
may  be  used  folded  so  as  to  form  a  double  triangle  or  cut  diagonally  so  that 
two  are  made  from  one  square 

It  is  used  as  an 


1.  Arm  Sling. 

2.  Head  I^andage. 

3.  Hand  Bandage. 

4.  Foot  Bandage. 


5.  Eye  Bandage. 

6.  Palm  of  Hand  Bandage. 

7.  Jaw  Bandage. 

8.  Neck  Bandage. 


220 


PHYSICAL  EDUCATION  COAIPLETE 


3^ 


34' 


HOW  TO  APPLY  THE  TRIANGULAR  BANDAGE. 

Arm  Sling. — Lay  one  end  of  the  bandage  over  the  shoulder  of  the  unin- 
jured side,  the  opposite  end  hanging  down  in  front  of  the  patient,  the  point  of 
the  bandage  being  placed  toward  the  elbow  of  the  injured  arm.  Raise  the 
arm,  bending  it  at  the  elbow  so  that  it  rests  across  the  body  on  a  line  with  the 
elbow,  thumb  pointing  toward  the  chin.  Bring  the  lower  end  of  the  bandage 
up  over  the  arm  and  shoulder  of  the  injured  arm  and  fasten  both  ends  with  a 
Reef  Knot  back  of  the  neck.  Fold  the  point  over  the  elbow  and  pin  on  the  front 
side,  forming  a  snug  pocket  in  which  the  elbow  rests.  (Be  sure  the  tips  of 
the  fingers  are  in  sight.) 


STEP  3 


STEP  2 


STEP  1 


Head  Bandage.^ — Fold  Ihc  bandage  to  form  a  triangle.  (If  a  single  bandage 
is  used,  make  ;i  hem  of  jihoiit  two  inches  on  the  long  side.)  Ijay  the  bandage 
on  the  head,  \hv  long  side  or  Jicm  side  being  jjlaced  on  tlie  forehead,  the  hem 
just  above  the  eyebrows,  the  point  of  the  bandage  lianging  down  beliind  the 
head.    Cross  both  ends  of  the  bandage  at  the  hack  of  tlu'  liead.  l)ring  to  the 


FOR  SC?TOOT.S  AXD  PT.AVr.ROUNDS  221 

front  ami  tic.    Now  draw  tlic  point   up  on  top  of  the  liead,  over  the  haiidagt', 
tiU'lv  tlu'  ends  in  neatly  ;ind  secure  by  usin.n'  jiins  or  sewing'. 

Hand  Bandage. — Fold  tlu-  handjmc  to  rui'iu  the  triangle.  Spread  it  out 
nil  ;i  flat  surface,  the  jioint  away  IVoni  the  hody.  IMaee  the  hand,  palm  down, 
(Ui  tin'  bandage,  fingers  extended  and  draw  the  jioint  of  the  bandage  back 
over  the  liand,  cross  the  two  ends  over  the  back  of  the  hand,  carry  to  the 
under  side  of  the  wrist,  cross  again  and  tie  on  the  u|)per  sitle  of  the  wrist. 

Foot  Bandage. — The  bandage  is  prepared  in  the  same  manner  as  for  the 
hand  bandage.  Spread  out  and  j)laee  the  foot  in  the  center,  toes  toward  the 
point.  Draw  the  point  back  over  the  foot,  but  do  not  crowd  the  toes.  Cross 
both  ends  over  the  instep,  again  at  the  back  of  the  ankle  and  tie  in  front. 

Eye  Bandage. — Fold  to  the  triangular  shape,  draw  the  point  over  to  about 
one-third  of  the  distance  between  the  point  and  the  long  sid'?,  then  fold  all 
twice  toAvard  the  long  side,  thus  making  three  folds.  Apply  over  the  eye  and 
tie  at  the  back  of  the  head. 

Palm  of  Hand  Bandage. — Fold  as  for  eye  bandage,  place  on  the  palm,  cro.ss 
the  ends  on  the  back  of  the  hand,  again  on  the  under  side  of  the  wrist,  bringing 
them  at  last  on  top  of  the  wrist  for  tying. 

If  the  palm  is  badly  cut,  direct  the  patient  to  grasp  tightly  a  roll  of  absorb- 
ent cotton  or  gauze  dressing,  such  as  he  can  hold  comfortably  in  the  hand,  then 
apply  the  bandage,  making  all  very  snug  that  the  fingers  may  h^e  kept  in  place 
over  the  palm.     The  Hand  Bandage  may  also  be  used  in  such  cases. 

Jaw  Bandage. — Use  two  bandages  where  support  for  the  jaw  is  necesssary. 
Fold  both  as  for  the  eye  bandage,  place  the  center  of  one  across  the  chin,  tie 
at  the  back  of  the  neck,  and  tlie  center  of  number  two  undei'  the  chin  and  tie 
on  top  of  the  head. 

Neck  Bandage. — Fold  as  for  the  jaw  bandage,  with  a  piece  of  soft  paste- 
board inside  as  a  support  to  the  bandage,  place  over  the  injury,  cross  on  op- 
posite side  of  the  neck  and  tie  over  the  center  of  bandage  (see  that  the  knot 
does  not  rest  on  the  injury.) 

Roller  Bandage. — These  ])andages  are  made  from  unbleached  nnislin,  cot- 
ton cloth,  cheese  cloth  or  gauze.  The  cheese  cloth  and  gauze  bandages  are  the 
most  satisfactory  to  use  as  they  are  elastic  and  can  be  made  to  fit  snugly  over 
the  injured  part. 

Roller  bandages  may  be  used  best  in  the  following  sizes: 
1/2  inch  to  1  inch — Fingers  and  toes. 
2  inch  to  2\-_>  inch — Arm  and  head. 
s  8  inch — Leg  and  thigh. 

How  to  Roll  a  Bandage.- — Bandages  that  ar<'  made  up  by  the  l^^irst  Aid 
Student  may  be  rolled  I'or  use  accocding  to  the  following  direct  ions  :  Turn  back 
on  the  bandage  about  three  or  foiu'  inches  of  one  end  of  it.  so  as  to  form  a  fold 
of  that  length.  Repeat  until  you  have  a  small,  close  roll  of  the  cloth  well  started. 
Now  place  one  foot  on  a  low  (diair  or  support,  lay  the  bandage  on  the  thigh, 
the   left    hand   on   the  bandage   near  the   knee,    hold    ihi'    bandage  securely   and 


222 


PHYSICAL  EDUCATIOx\  COMPLETE 


with  the  riglit,  bci^inninii  at  the  fingor  tips,  roll  the  bandage  along  the  fingers, 
palm  of  the  hand,  wrist  and  u])  the  arm  for  sevei-al  inches.  Repeat  until  all 
the  material  is  in  a  (dose,  snug  roll.  (These  may  he  cut  with  a  shar})  knife  to 
form  a  roll  of  any  desired  size.) 

How  to  Start  the  Roller  Bandage. — Take  the  roll  in  the  right  hand,  roll 
uppermost,  the  tluunb  of  the  left  hand  holding  the  end  of  the  bandage  in  place 
until  a  sufficient  number  of  turns  have  been  made  to  securely  anchor  the  ban- 
dage. Make  it  tight  enough  to  prevent  slipping.  Always  begin  at  the  smaller 
part  of  the  injured  member  and  bandage  toward  the  larger. 

Some  Uses  of  the  Roller  Bandage. — 

1.  Spiral.  4.  Spiral  of  the  Thumb  and  Fingers. 

2.  Spiral  Reverse.  5.  Spiral  of  the  Toes. 

3.  Barton  Jaw.  6.  Figure  of  Eight. 

Spiral. — The  application  of  this  bandage  is  only  practical  when  the  jjortion 
of  the  body  to  be  bandaged  is  of  the  same  size,  or  nearly  so.  Having  made  the 
start  as  just  described,  proceed  by  a  series  of  circular  turns  n^ade  fairly  close 
together.  (Never  use  any  kind  of  a  bandage  for  this  except  the  gauze,  as  it 
fits  more  snugly  and  presents  a  neater  appearance  than  anything  else.  This 
applies,  of  course,  to  cases  Avhere  the  First  Aid  Student  has  a  choice  of  ma- 
terial.) 

Spiral  Reverse. — This  bandage  is  most  useful  Avhen  the  injured  member  is 
larger  at  one  portion  than  another.  To  apply  tlie  bandage  proceed  as  if  the 
Spiral  were  to  be  used,  commencing  at  the  small  ])art,  make  several  turns,  one 
placed  over  the  other  to  secure  a  good  hold,  then  proceed  up  the  lind)  with  a 


few  of  the  Spiral  tniMis  and  as  soon  as  the  lind)  Ix'gins  lo  increase  in  size,  in 
order  to  cover  all  sjjaces,  wJnch  would  be  otherwise  hd't  bai-e,  the  Reverse  must 
be  used.  This  is  not  so  difficult  as  one  would  imagine,  but  does  require  some 
liractice  lo  niaUc  it  smooth  and  neat. 

'J'o  make  the   Revei'se  proceed  as  follows: 

Place  the  tlinnil)  nl'  the  Icd't  hand  at  the  h)wei'  edge  of  the  last  Spiral  turn. 
This  will  keep  the  bandage  fnim  becoming  loosened.  Take  the  roll  of  bandage, 
with  aboid  I'oni'  inches  unrolled,  with  its  I'oll  ni)|iei-niost .  betiveen  the  tliund) 
and  ringer  of  the  right  hand,  slacken  u])  on  the  bandage  and  make  a   hall'  tnrn 


FOR  SCHOOLS  AXD  PLAYCROUXDS  223 

over  and  tt)\vai"d  vour  own  body,  wliit-h  iiinkf^  thai  portion  ealk'd  ihi^  Kevei'so. 
Now  pass  the  roll  under  the  limb,  catch  it  with  the  left  hand  and  brino-  it  uj) 
over  the  liml).  at  the  sjiuif  time  draw  i1  snimly.  make  another  Reverse  and  pi-o- 
ceed  to  iiioNc  n|)  the  injured  nicmhiT  ;is  f;ii-  as  necessai'v  ;ind  fjistcn.  The 
Reverses  slmnld  nil  be  made  in  one  sti-aiuht  line. 

The  Barton  Jaw  Bandage. — Place  the  end  of  the  bandage  at  the  center  of 
the  top  of  the  head,  roll  uppermost,  unroll  the  bandage  over  the  left  side  of  the 
face,  under  the  chin,  over  the  right  side  of  the  face  and  across  the  end  of  the 
bandage  where  the  start  was  first  made  on  top  of  th(>  head.  Now  pass  over 
the  left  side  of  the  head,  back  of  the  left  ear,  around  back  of  the  neck,  over  the 
lower  part  of  the  right  cheek,  over  the  chin  and  lower  part  of  the  left  cheek  to 
the  back  of  the  neck  when  the  bandage  is  carried  on  the  right  side  of  the  back 
of  the  head  to  the  top  of  the  head,  where  it  crosses  the  rest  of  the  bandage. 
This  makes  the  first  complete  turn  of  the  Barton  Jaw  and  should  be  repeated 
several  times,  ending  on  toj)  of  the  head,  where  it  should  be  securely  fastened. 
Apply  the  bandage  snugly  enough  to  hold  a  fractured  jaw  in  place  until  the 
services  of  a  physician  are  secured. 

Spiral  of  the  Thumb  and  Fingers. — To  apply  this  bandage,  stand  facing 
the  patient,  lay  the  cloth  on  Tin-  wi-ist,  roll  u])permost.  running  toward  the 
thumb,  and  make  a  few  circular  turns  around  the  wrist  to  hold  securely,  then 
pass  from  the  right  side  of  the  wrist  over  the  back  of  the  hand  along  the  outer 
side  of  the  thumb  to  the  very  tip.  Now  make  your  spiral  turns  to  the  base  of 
the  thumb  and  pass  to  the  left  side  of  the  wrist,  make  one  com})li't»'  tui-n  around 
the  wrist  and  the  next  time  bring  the  bandage  up  over  the  back  of  the  hand  to 
the  side  of  the  first  finger  next  to  the  thuml).  thence  to  the  tip  of  the  finger 
and  make  the  spiral  turns  to  the  liase  of  the  finger.  Proceed  in  this  way  until 
all  the  fingers  are  covered.  No  bare  spots  should  be  seen  on  the  fingers  or  the 
back  of  the  hand,  but  the  palm  of  the  hand  is  entirely  free  from  any  bandaging 
whatever,  thus  affording  a  more  free  use  of  the  hand.  The  finger  bandage  so 
apjtlied  is  one  of  the  most  practical  that  a  person  can  use. 

Spiral  of  the  Toes. — In  applying  the  Spiral  of  the  Toes,  the  start  is  made 
around  the  ankle,  then  bandage  in  the  same  manner  as  for  the  Spiral  of  the 
Thumb  and  Fingers. 

Figure  of  Eight. — The  Figure  of  Eight  i.s  used  mostly  over  such  joints  as 
the  knee  and  elbow  and  is  the  one  used  to  connect  the  Spiral  Reverse  when  it  is 
necessary  to  i)ut  it  on  l)otli  the  lower  and  upper  arms  and  lower  and  upper 
legs.  A  few  circular  turns  are  made  just  where  the  Spiral  Reverse  ceases  and 
from  the  lower  arm  the  bandage  passes  to  the  upi)er  arm  and  over  the  inside 
or  hollow  of  the  elbow,  under  the  upper  arm  and  over  the  inside  of  the  elbow 
to  the  upper  part  of  the  lower  arm.  This  makes  the  first  complete  Figure  of 
Eight  and  should  l)e  repeated  three  or  four  times  when  tw(^  circular  turns  are 
made  around  the  lower  part  of  the  upper  arm  and  the  Spiral  Reverse  continued 
as  far  as  necessary  and  then  securely  fastened.  Do  not  cover  the  "funny 
lione"  of  the  elbow  and  be  careful  to  put  the  bandage  on  loosely  enough  to 
permit  of  movement  of  the  arm  at  the  elbow  joint. 


224  PHYSICAL  EDUCATION  COMPLETE 

Sprained  Ankle  Bandage. — Use  adhesive  plaster  for  bandaging  a  sprained 
ankle  and  begin  almost  opposite  the  knee  on  the  outside  of  the  leg,  plaster 
down  the  side  of  the  leg,  opposite  the  Tibia,  pass  under  the  arch,  over  the  ankle 
bone  on  the  inside  of  the  foot  to  the  instep,  from  where  it  is  carried  diagonally 
across  the  shin  bone.  Now  put  OVERLAPPIXG  straps  of  plaster  on  both  sides 
of  the  foot  on  top  of  the  first  strip  of  plaster. 

Broken  Rib  Bandage. — Use  adhesive  plaster  to  bandage  a  broken  rib  and 
begin  on  the  far  side  of  the  spine,  plaster  across  the  territor}'  of  the  broken  rib 
and  around  to  the  far  side  of  the  sternum,  thus  giving  a  good  anchorage.  Have 
the  patient  exhale  and  then  apply  the  bandage  quickly. 

Sacro-Iliac  Bandage. — Use  adhesive  plaster  for  this  bandage  and  begin 
on  the  far  side  of  one  hip  bone,  plaster  across  the  Sacro-Iliac  region  to  the  far 
side  of  the  opposite  hip  bone,  which  gives  the  anchorage  necessary.  Said  by 
physicians  to  be  a  great  reliever  of  back  ache  or  dislocation  in  the  Sacral 
region.    Plaster  after  exhalation  and  draw  snugly. 

FRACTURES  AND  THEIR  TREATMENT 

Broken  bones  are  injuries  w^hicli  should  be  understood  Ijy  the  First  Aid 
Student.  The  tendency  of  a  muscle  to  contract  is  greatly  increased  by  fracture 
and  often  the  ends  of  bones  are  pulled  past  each  other  in  such  a  way  as  to  cut 
veins  and  arteries,  thus  adding  to  the  hemorrhage  and  severity  of  the  original 
wound. 

The  two  main  classes  of  fracture  are  Simple  and  Compound. 

Simple  Fracture. — A  break  of  the  bone  where  there  is  no  wound  or  injury 
to  the  surrounding  parts. 

Compound  Fracture. — A  Simple  Fracture  PLUS  an  open  wound  which 
may  be  causi-d  hy  eitiier  a  l)r()ken  bone  protruding  through  the  skin,  or  by  any 
object  such  as  a  piece  of  shell  or  bullet  making  an  outside  wound,  follow^ed  by 
the  fracture. 

Fractures  may  be  recognized  by  pain,  swelling  and  deformity  of  the  in- 
jured member,  movement  where  there  should  be  none  and  crepitus  (a  grating 
of  one  rough  surface  of  the  bone  against  the  other — proof  of  a  break). 

Treatment  of  Simple  Fracture. — 

1.  Remove  the  clothing  very  carefully  from  the  injured  part.  Cut  cloth- 
ing if  necessary. 

2.  Avoid  pain  by  unnecessary  handling. 

3.  iMake  no  attempt  to  set  a  bone.     That  is  a  physician's  business. 

4.  If  the  patient  is  not  to  be  transported,  bring  the  limb  into  its  natural 
position  as  far  as  possible.  Let  it  rest  on  a  pillow  or  other  soft  object  until  the 
arrival  of  the  physician. 

5.  If  tlie  patient  is  to  be  transported,  the  broken  member  ]\IUST  P>E 
FIRMLY  SECURED  by  splints  and  bandages.  NO  i\IOTION  SHOULD  BE 
PERMITTED. 

6.  Treat  for  shock. 

7.  Allow  si)lin1s  to  project  beyond  the  joint,  should  llie  fracture  he  near 
one.     They  sluMihl  he  sumcwhat  wider  than  Ihe  width  of  th(^  injui'cd  jncinher. 


FOR  SCHOOLS  AND  PLA^•(i ROUNDS  225 

now  TO  APPLY  SPLINTS. 

L  I'-c  sure  to  hcleel  .splinls  of  tlie  pi'opci-  Iciiglh,  width  iind  oi"  a  Ihickncss 
that  iicniiits  of  no  bendint;'. 

•J.  The  pai-t  of  tlic  splint  whirh  is  to  conic  next  to  the  patient  shdiihl  he 
padded  with  plenty  of  the  softest  material  availahh'.  Cotton,  of  course,  is  the 
vci-y  l)cst.  though  coats,  hhink-^cls.  Iiay,  straw,  weeds,  grass,  etc.,  may  l)e  used. 
Tad  tile  space  between  the  splint  and  limb  so  there  is  no  chance  whatever  for 
movement. 

3.  Splints  should  be  fittiMl  to  the  well  member,  matching  the  same  at 
]ioint  of  injury,  and  then  transferred  to  the  fractured  member. 

4.  Now  ajiply  the  splints  and  cover  all  with  a  bandage. 

Treatment  of  Compound  Fractures. — The  danger  of  all  open  wounds  is 
very  great.     They  do  not  heal  until  all  infection  is  gone. 

1.  If  a  jjliysician  is  soon  to  ])c  i)resent,  leave  the  ends  of  the  bones  just 
where  they  protrude  thi-ongh  the  skin. 

2.  ]^Iake  every  effort  to  keep  the  injured  member  still. 

3.  Cover  the  "fracture  with  a  sterilized  cloth.  BE  Sl^RE  IT  IS  MADE 
ANTISEPTIC.  This  may  he  done  by  dipping  the  cloth  in  alcohol  or  by  boiling 
it  in  water. 

4.  Iodoform  gauze  may  be  placed  next  to  the  injury,  absorbent  cotton 
over  this,  then  a  triangular  bandage  wrapped  over  ail,  loosely,  after  which 
apply  splints  as  in  the  case  of  Simple  Fracture. 

IF  A  PHYSICIAN  CANNOT  BE  SECURED  AT  ONCE  OR  THERE  IS 
ANY  GREAT  DELAY,  treat  as  follows : 

1.  Clean  the  bone  well,  wash  with  soap  and  water,  then  a  ^NIILD  antisep- 
tic.    (Use  STERILE.  BOILED  WATER  for  all  of  this.) 

2.  Slip  the  bone  in  place. 

3.  Keep  the  wound  open  and  sterilized  by  ])lacing  antiseptic  cloths  in 
tlu'  wound. 

4.  TRY  TO  GET  A  DOCTOR! 

5.  If  the  patient  is  to  be  transported,  have  one  person  take  full  charge 
ol  the  broken  member  and  others,  the  rest  of  the  body. 

6.  Treat  for  shock. 

Splints. — The  following  materials  are  suggested  for  splints: 

Heavy  pasteboard  hoxes.  book  covers,  cigar  boxes,  laths,  rulers,  shingles, 
liai'fel  staves,  broom  and  iiioj)  handles,  pokers,  canes,  umhi-ellas.  shot  guns, 
rifles  and  any  other  availahle  material  of  a  lik'e  nature. 

In  the  case  of  a  fractured  arm.  the  chest  may  be  made  to  answer  the  pur- 
pose of  a  s])lint  by  strapping  the  injured  arm  to  the  side  of  tlie  body  by  a  wide 
bandage. 

In  the  case  of  a  fractured  leu.  the  ojiposite  leg  may  be  made  to  st'rve  the 
purpose  of  a  splint  by  strappiiii:  in  the  same  way. 

Use  two  splints,  one  on  top  and  the  other  on  the  underneath  part  of  the 
brokjen  member. 

Yucca  splints,  wet  and  fitted  to  the  hod.w  harden  to  its  shape. 


226  PHYSICAL  EDUCATION  COMPLETE 

Fracture  of  the  Thigh. — Secure  the  joint  by  a  splint  on  each  side  of  the 
leg.  The  one  on  the  outside  of  the  injured  limb  should  reach  from  the  arm  pit 
to  the  ankle.  The  splint  is  to  be  secured  in  several  places  b}'  bandages  around 
the  body  and  the  injured  limb.  A  shorter  splint  should  be  applied  in  a  like 
manner  on  the  inner  side  of  the  limb.  Now  bind  both  limbs  securely  together. 
Padding  should  fill  in  any  spaces  between  the  splints  and  thigh. 

Fracture  of  the  Knee-pan. — Have  the  splint  long  enough  to  reach  from 
below  the  heel  to  half  way  between  the  knee  and  hip.  Plenty'  of  padding  under 
the  knee.  Secure  the  splint  by  binding  at  the  ankle,  above  and  below  the  knee 
—NOT  ON  TOP  OF  THE  KNEE-CAP. 

Fracture  of  the  Lower  Leg. — Place  i)atient  on  back.  Get  the  leg  in  a 
straight  position  and  on  a  soft  pillow  or  cushion.  Draw  the  sides  of  the  pillow 
together  around  the  leg  and  secure  firmly  with  bandages.  The  Pillow  Splint 
is  the  safest  for  the  student  of  First  Aid  to  apply. 

Fracture  of  the  Foot. — Make  a  triangular  splint  by  fastening  two  snuiU 
pieces  of  boards  together,  forming  a  right  angle.  Pad  this  well  and  bandage 
to  either  side  of  the  foot.    Use  material  about  one  inch  wide. 

Fracture  of  the  Upper  Arm. — Use  small  splints,  well  padded,  on  the  back, 
front  and  sides  of  the  arm.  Bend  the  forearm  at  right  angles  to  the  arm  and 
support  by  means  of  a  sling. 

Fracture  of  the  Lower  Arm. — Use  two  splints,  pad  avcII,  i)lace  on  the  front 
and  back  of  the  arm,  ))ind  together  and  place  in  a  sling  in  such  a  position  that 
the  thumb  is  up,  that  is,  on  the  side  nearest  the  chin. 

Fracture  of  the  Wrist. — Apply  well  padded  splints  made  of  cigar  boxes, 
book  covers,  heavy  wire  netting  or  pasteboard  boxes.  Place  on  the  under  part 
of  the  hand,  extending  from  the  fingers  well  up  the  forearm.  Place  a  shorter 
splint  on  the  back  of  the  hand.     Cover  with  a  bandage  and  put  in  a  sling. 

Fracture  of  the  Hand. — Place  a  pad  in  the  palm  of  the  hand,  put  on 
splints  and  put  the  arm  in  a  sling. 

Fracture  of  the  Fingers. — Use  padded  splints  sufficiently  long  to  extend 
from  tlie  tip  of  the  finger  to  the  wrist,  and  place  the  hand  in  a  small  sling. 

Fractured  Skull — A  fractured  skull  usu.dly  causes  unconsciousness.  Keep 
the  i)atient  very  (piiet.  CET  THE  PHYSICIAN  AS  QUICKLY  AS  POSSIBLE. 
Place  patient  on  his  back  with  head  and  shoulders  slightly  elevated.  If  there 
is  an  open  wound,  cover  with  a  pad  of  cotton  made  antiseptic,  and  bandage 
loosely.     Cloths  dipped  in  ice  water  may  be  applied. 

Fracture  of  the  Nose. — There  may  be  either  a  dislocation  or  broken  condi- 
tion— juml)]ing  up  of  little  bones — internal  injuries  and  the  nostrils  iiiny  he 
obstructed.  Careful  attention  is  necessary.  Keep  the  air  passages  oj)iii  hy 
sterilized  cot  ion.  SlioiiJd  tlie  n;isal  jjassage  remain  obstructed  an  opei-ation 
later  will  be  required. 

Fracture  of  the  Jaw. — Get  the  l)ones  in  as  near  the  correct  position  as  jios- 
sil)lt'.  hut  lijindh'  very  gently.     A])ply  the  Barton  jaw  bandage.     Get  a  Dental 


FOR  SCHOOLS  AXD  ri.A^'OROUXDS  227 

Surgeon  ov  .Mfdic-il   l)(ict(ii-  lo  look  nftcr  ihc  ease,  ()tluM•\vi^»'  the  jaw  may  Ix' 
incorrectly  set  and  ihr  Icrtli  i'ail  to  meet    pnipcrly. 

Fracture  of  the  Collar  Bone. — 'J'lu'  enllar  huiic  is  vci-y  easily  Ijnikcii.  Lil'i 
the  arm.  al  the  same  time  push  hack,  place  a  pad  in  the  arm-pit.  put  the  ai"iii  iu 
a  sliiiii'  and  have  the  position  of  the  haud  su(di  ihal  il  is  poiiilinu-  lowai'd  llic 
uuiujurcd  shouhh'i'.  Lay  the  patient  Hat  on  his  h;iek.  oi:  a  piUow.  while  per- 
forming' I  he  ,ihove. 

Fracture  of  the  Ribs. — Handle  the  patient  as  carefully  and  as  little  as  pos- 
sible. Raise  the  head  and  chest  in  order  to  permit  of  the  least  effort  in  breath- 
ing-. Place  on  the  uninjured  side  or  on  the  back.  If  the  services  of  a  physician 
cannot  be  secured  within  a  slnu-t  while  or  the  patient  must  be  transported, 
place  strips  of  adhesive  plaster  from  the  spinal  column  across  the  side  of  the 
body  to  the  middle.  Begin  at  the  lower  part  of  the  chest  and  overlap  the  rows 
as  the  ascent  is  made.    Secure  the  upper  ones  to  the  far  side  of  the  breast  bone. 

CIRCULATION 

The  heart  walls  are  muscular  and  contract  with  rhythmical  regularity.  By 
means  of  these  contractions  the  blood  which  the  heart  contains  is  sent  by  jets, 
or  spurts,  into  the  largest  artery,  called  the  Aorta,  which  supplies  the  network 
of  arteries  and  capillaries  in  the  body.  From  the  capillaries  the  blood  is  taken 
up  by  the  veins,  minus  the  oxygen  and  life-giving  properties,  and  carried  back 
to  the  heart  for  purification.  The  waves,  jets,  or  spurts  of  blood  sent  into  the 
arteries  cause  what  is  known  as  the  pulse,  which  is  felt  not  only  at  the  wrist 
l)ut  at  any  point  where  an  artery  is  found  to  be  close  to  the  surface. 

The  left  side  of  the  heart  is  larger  and  stronger  than  the  right  as  the  con- 
tractions of  the  left  side  send  the  blood  through  the  body,  while  tlie  right  side 
has  only  to  pump  the  blood  through  the  lungs,  where  it  is  purified.  The  arter- 
ies, because  of  great  blood  pressure,  are  very  strong,  do  not  collapse  and  are 
elastic.  This  is  necessary  in  order  that  they  are  not  torn  by  the  waves  or  jets 
of  blood  sent  into  them.     Sometimes  the  pressure  is  very  strong. 

Veins  are  provided  with  valves  to  prevent  a  backward  flow  of  the  blood. 
They  remind  one  of  little  doors  scattered  alouQ'  through  the  veins,  which  close 
automaticallv  when  danger  threatens. 

If  we  have  arterial  hemorrhage,  the  blood  is  exjielled  by  spurts  and  is 
always  bright  red  in  color  as  it  has  not  yet  lost  the  hue  of  pui'e  blood. 

If  the  hemorrhage  is  from  a  vein  there  is  a  steady  flow  and  the  blood  is 
dark  red  as  the  oxygen  has  been  lost  in  the  capillaries. 

If  the  hemorrhage  is  from  the  capillarie's,  it  oozes  through  the  skin  and  is 
no  longer  a  bright  red,  yet  it  is  not  as  dark  as  the  blood  from  the  veins. 

Hemorrhage  from  the  lungs  is  v^'vy  hriglit  red  and  frothy.  Sometimes  it 
has  a  peculiar  brown  color. 

Hemorrhage  from  tlie  stomach  is  distinguished  by  the  dark  coffee  color 
and  is  vomited. 


228  PHYSICAL  EDUCATION  COMPLETE 

CONTROL  OF  IIE.AIORRHAGE. 

1.  Arteries — Press  on  the  artery  between  the  cut  and  the  heart. 

2.  Veins — Press  on  the  wound,  or  on  the  side  farthest  from  the  heart. 
Never  between  the  wound  and  the  heart. 

PRESSURE  POINTS. 

Head — Temporal  Artery.     Located  in  front  of  the  ear. 

Neck — Carotid  Artery.  Located  about  one  inch  to  the  outside  of  Adam's 
Apple.    Press  deeply  with  the  thuml). 

Shoulder — Subclavian  Artery.  Located  about  midway  of  the  collar  bone, 
behind  it  and  deep  down.     Press  wuth  the  thumb. 

Upper  Arm- — Brachial  Artery.  Located  on  the  inside  of  the  arm.  Grasp 
the  biceps  and  draw  to  one  side,  at  the  same  time  pressing  firmly  against  the 
humerus;  or,  if  a  pad  (roll  of  cloth  such  as  a  bandage)  is  put  in  the  bend  of 
the  arm  at  the  elbow  the  arm  should  be  bent  as  much  as  possible. 

Upper  Thigh — Femoral  Artery.  Located  high  uj)  in  the  thigh.  Press 
against  the  femur. 

Knee — Popliteal  Artery.  Located  back  of  the  knee  and  may  be  treated 
as  for  the  elbow. 

First  Aid  Students  in  practicing  to  locate  these  various  arteries  may  be 
assisted  by  placing  the  fingers  of  one  hand  on  the  pulsating  arteries,  which 
may  be  found  as  follows : 

If  the  pressure  is  to  be  exerted  on  the  Carotid  in  the  neck  the  artery  that 
pulsates  will  be  found  in  the  temple.  If  it  continues  to  pulsate  when  pressure 
is  made  it  is  a  sure  sign  that  the  pressure  is  not  exerted  successfully. 

If  pressure  is  to  l)e  exerted  on  the  Snbclavian  and  Brachial  the  pulsating 
artery  will  be  found  at  the  wrist. 

If  pressure  is  to  be  exerted  on  the  Femoral  and  Popliteal  the  pulsating 
artery  is  found  on  top  of  the  foot. 

HEALING  OF  WOUNDS. 

When  the  skin  is  cut  and  there  are  no  germs  introduced  into  the  Avound, 
the  serum  fills  the  wound  and  healing  is  natural.  The  cells  grow  out  from  the 
sides  of  the  wound,  chiefly  from  connective  tissue,  and  quickly  fill  the  space. 
Blood  vessels  next  appear  and  lastly  the  new  nerves.  The  skin,  itself,  grows 
moi'e  slowly  than  connective  tissue.  Where  a  scar  is  seen,  we  know  the  skin 
look  too  long  to  heal.     The  majority  of  scars  take  about  six  months  to  whiten. 

DIFFERENT  KINDS  OF  AVOT^NDS. 

Incised  Wounds. — Incised,  or  Ihose  nuide  hy  a  clean  cut  foriniug  a  \'-sliai)e 
are  easily  cleansed,  heal  (juickly  and  may  he  closed  by  the  First  Aid  Student. 

Lacerated  Wounds. — The  walls  are  torn  down,  they  are  hard  1o  clean,  are 
easil\-   inrcctcd   and    heal   ver\-  slowlx'. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


229 


Punctured  Wounds. — These  cause  llic  uidsl  worry  for  caic  lakors.  Tliey 
are  causetl  by  builds  or  some  dull  instrument.  Thry  should  be  opened  and 
cleaned  thoroug'hiy.  Shisli  from  tlu'  side  lo  i-cmove  the  biiHet  or  foreign  body. 
These  foreign  bodies  not  given  proper  eare,  cause  Tetanus  (Lock  Jaw).  The 
organism  grows  only  in  the  a])sence  of  aii-.  Fourth  of  -Inly  wounds  should  be 
kept  open  and  clean. 

SHOCK 


Shock  is  a  severe  nervous  depression  or  injury  to  tlu^  nervous  system  aud 
is  frequently  spokt^n  of  as  a  collapse.  It  is  caused  almost  always  by  iujiu-ies 
and  operations  though  great  mental  depression  will  produce  it.  The  First  Aid 
Student  should  always  expect  it  and  should,  therefore,  be  ready  to  treat  it  if 
necessary. 

Death  from  shock  is  due  to  an  interference  in  the  vasomotor  control,  circu- 
lation is  not  properly  carried  on  as  the  centers  controlling  the  size  of  blood 
vessels  do  not  function  properly.  In  long  operations,  the  immediate  danger  is 
from  shock  and  anaesthetics,  Avhicli  diminish  the  shock,  are  employed  by  phy- 
sicians. The  mental  disturbance  in  shock  is  apt  to  lie  great,  so  do  not  become 
excited.  Handle  the  patient  calmly  and  help  all  you  can  to  cjuiet  him  for  his 
danger  is  greatly  increased  by  excitement  and  worry. 

Severe  hemorrhage  and  shock  go  together  and  their  symptoms  are  quite 
similar. 


Hemorrhage. 

1.  I'atient  becomes  rapidly  pale. 

2.  Breath  comes  in  sighs. 

3.  Cold    skin,    moist    with    perspira- 

tion. 

4.  Restlessness. 

5.  Faintncss. 

6.  Dilated  pupils. 

7.  Dizziness    and   loss    of   conscious- 

ness. 


Shock. 

1.  Patient  is  pale,  face  has  pinched 

and  anxious  expression. 

2.  Xo  sighing  and  no  thirst  to  speak 

of. 

3.  Skin  is  cold,  mt)ist  with  i^erspira- 

tion. 

■4.  Restlessness,   patient   apt   to    toss 

about. 
.5.  Breathing  very  weak — not  deep. 

6.  Eyes  dull,  pupils  dilated,  eyelids 

droop. 

7.  ^Mentally    ii'responsible    and    may 

be  unconscious. 

8.  Pallor  not    so  great   as  iu  hemor- 

rhage. 


INTERNAL  HEMORRHAGE. 

Internal  hemorrhage  may  be  caused  eithci-  ])y  a  severe  Avound  which  severs 
one  of  the  large  blood  vessels  of  the  internal  organs  oi-  the  bursting  of  some 


230  PHYSICAL  EDUCATION  COMPLETE 

blood  vessel  in  the  luniks  oi-  stomach.   The  syini)toms  are  the  same  as  for  severe 
hemorrhage  except  there  is — 

1.  Increased  pallor. 

2.  Air  hunger.     (Patient  cannot  get  a  deep  breath.) 

3.  Intense  thirst. 

GET  A  PHYSICAN  AS  QUICKLY  AS  POSSIBLE ! 

DO  NOT  USE  STIMULANTS  as  they  will  increase  the  blood  floAV  of 
either  external  or  internal  hemorrhage. 

Get  the  patient  in  a  darkened  room  and  KEEP  QUIET. 

AFTER  the  physician  has  stopped  the  bleeding  by  tying  the  arteries 
he  will  probably  give  a  stimulant  and  he  may  even  open  a  vein  and  inject  a 
saline  solution  (one  teaspoon  salt  to  a  pint  of  w^ater). 

AVhere  there  is  shock  AND  NO  HEMORRHAGE,  stimulation  is  all  right. 
Coffee  is  the  best  stimulant  for  the  use  of  the  student  of  First  Aid.  Aromatic 
spirits  of  ammonia  and  smelling  salts  are  also  recommended  as  they  produce  a 
quick  reflex  stimulation. 

Get  the  patient  warm  and  keep  him  warm. 

MATERIALS  FOR  STOPPING  BLOOD  FLOW. 

1.  Thumb.     Cover  with  a  sterile  cloth,  in  severe  cases. 

2.  Compress.   Place  a  sterile  compress  on  the  wound  and  bandage  tightly. 

3.  Tourniquet.  If  the  bleeding  is  severe  use  a  tourniquet.  The  U.  S. 
Army  Tourniquet  is  the  best  for  such  purposes.  Rubber  tubing  makes  an  ex- 
cellent tourniquet  luit  should  be  used  over  clothing  or  a  bandage,  and  should 
be  taken  off  frequently,  or  loosened.  It  should  not  be  left  on  longer  than  a 
half  or  three-ciuarters  of  an  hour  at  a  time. 

HEAT  AND  COLD 

In  using  hot  applications  it  is  mucj^  better  to  use  hot,  DRY  ones  instead 
of  cloths  dipped  in  hot  water.  Heat  applied  to  the  exterior  surface  of  the  body 
is  ver}''  soothing  and  stimulating  but  there  are  times  wiien  wet  applications  do 
more  harm  than  good,  particularly  when  applied  by  those  unskilled  in  tlu-ir 
use.  For  the  First  Aid  Student  there  is  nothing  safer  than  the  hot  w^ater  bag. 
It  should  be  filled  about  one-third  full  and  folded  for  a  second  or  two  in  order 
to  allow  the  hot  ail-  to  escape,  when  the  top  is  screwed  on  and  the  hot  water 
bag  is  a  genuine  comfort.  Never  fill  the  bag  FULL  or  allow  it  to  putf  np  hard 
with  the  steam  and  then  expect  a  patient  to  find  anything  soothing  about  it. 
Place  a  cloth  between  the  skin  and  the  bag  to  prevent  burning.  Do  not 
put  HEAVY,  hot  w'ater  bags  over  the  heart.  A  bag  with  very  little  water 
ill  it  is  all  fight,  also  warm,  light  plates  ov  a  little  .laiianese  pock-ct  slo\c.  11' 
hot  Avalcr  bags  are  not  to  Ix'  had,  the  bed  inay  be  warmed  by  hot  stones, 
bricks,  ])lates  or  glass  jars  or  l)ottles  filled  with  water  as  hot  as  they  will 
stand  without  breaking,  but  bottles  ai-e  not  satisfactory  things  to  use.  Only 
in  case  of  extreme  necessity  should  they  be  used  at   all.     Stones  and  bricks 


FOR  SCHOOLS  AXD  PLAYGROUNDS  231 

should  be  covered  with  clolli  or  paper  to  keep  I'rom  burniuj;'  the  patient.  When 
the  case  requires  it.  the  hot  water  bags,  etc.,  should  be  placed  between  the  h'gs 
and  on  the  outer  sides  of  legs  and  arms  and  between  the  arms  and  the  body. 
Only  one  person  shoukl  have  charge  of  hot  water  bags  in  case  of  sickness  or 
accident  and  great  care  should  be  exercised  in  the  employment  of  tliem.  The 
soles  of  the  feet  are  easily  burned  and  ulcer  of  the  heel  is,  according  to  physi- 
cians, very  difficult  to  cure. 

When  the  eye  has  been  injured,  discoloration  may  be  prevented  by  a  plen- 
tiful application  of  cold  or  warm  water,  as  warm  as  is  safe  to  use,  though 
in  this  case  the  cold  water  is  preferable.  It  will  contract  the  blood  vessels  and 
prevent  swelling  just  the  same  as  hot  water,  and  is  safer  to  use  in  this  case. 

Cold  water  is  used  also  to  stimulate  breathing  as  in  fainting  and  for  the 
reduction  of  the  temperature  in  fever  cases,  or  sunstroke.  The  temperature 
should  not  be  reduced  to  normal,  l)ut  may  be  lowered  to  within  a  few  degrees 
of  it.     The  botly  will,  itself,  reduce  it  the  remaining  few  degrees. 

RESPIRATION 

The  mouth,  nose,  windpipe  and  lungs  constitute  what  is  known  as  the 
Respiratory  Tract  and  the  air  we  need  for  life  is  conveyed  to  the  lungs  by 
means  of  these  air  passages.  Shouhl  the  nose  become  obstructed  we  are  able  to 
secure  air  through  the  mouth  and  vice  versa,  but  should  all  the  passages  lead- 
ing to  the  lungs  become  clogged,  death  is  sure  to  follow  unless  immediate 
relief  is  obtained. 

At  the  base  of  the  tongue  and  at  the  upper  end  of  the  wind  pipe  is  located 
the  larynx,  which  is  supplied  with  a  lid,  or  cover,  called  the  epiglottis.  Directly 
back  of  the  larynx  is  the  esophagus,  or  gullet.  Air  passes  into  the  lungs 
through  the  larynx  and  the  food  slips  over  the  epiglottis  into  the  esophagus, 
thence  into  the  stomach.  When  we  swallow,  this  cover  closes  down  over  the 
larynx  to  prevent  food  or  liquids  passing  into  the  windpipe  and  choking  us. 
Sometimes  a  quick  breath  is  taken  during  the  act  of  swallowing,  the  epiglottis 
fails  to  shut  down  in  time,  a  coughing  spell  follows  and  we  say  "we  swallowed 
something  the  wrong  way."  When  a  person  is  unconscious  this  lid  fails  to 
act,  so  neither  water  nor  food  should  be  given  during  such  a  time. 

CHOKING. 

Sometimes  tlie  wintlpipe  becomes  ol)sti'uctt'd  by  foreign  matter  and  unless 
relief  is  promptly  secured,  death  follows  from  suffocation.  Striking  the  pa- 
tient a  sharp  blow  on  the  ])ack  will  sometimes  release  the  foreign  body  that  is 
lodged  in  the  throat,  lifting  the  patient  by  clasping  arms  about  the  middle  part 
of  his  body  or  even  putting  the  forefinger  way  down  the  throat  are  methods 
necessary  to  employ  at  times. 

CROUP. 

In  sudden  light  attacks  if  the  ])alii'nt"s  attention  is  diverted  for  a  short 
time  and  his  fears  allayed  the  symptoms  will  disappear.     Use  favorite  toys  or 


232  PHYSICAL  EDUCATION  CO^rPLETE 

the  story  to  cause  liim  to  i'urget  the  attack.  T\\\s  is  spoken  of  as  a  child's  dis- 
ease and  is  due  to  a  sudden  contraction  of  the  muscles  in  the  air  passages  of 
the  throat.  Endeavor  to  secure  quiet.  Nervousness  increases  the  danger  of 
the  attack.  It  is  suggested  tiiat  the  room  ])e  kept  warm,  have  ])()i]ing  water  in 
the  room  and  in  such  a  way  that  the  child  inhales  the  warm  steam.  Hot  cloths 
should  be  applied  to  the  throat  and  covered  with  Avaterproof  material  of  some 
nature  (oiled  silk)  and  changed  before  allowing  to  cool.  An  emetic,  one  tea- 
spoonful  syrup  of  ipecac,  is  recommended  as  best  to  give.  GET  A  PHYSI- 
CIAN IF  THE  ATTACK  IS  SEVERE. 

GAS  POISONING. 

When  a  case  of  gas  poisoning  is  suspected,  very  prompt  action  should  be 
taken. 

1.  SEND  FOR  A  PHYSICIAN  AT  ONCE. 

2.  Get  the  patient  into  the  fresh  air. 

3.  Begin  Artificial  Respiration  just  as  soon  as  the  patient  is  in  the  fre?.h 

air  and  keep  it  up. 

4.  Cold  water  should  be  dashed  into  the  patient's  face. 

5.  Apply  hot  bottles  to  the  boch^ 

6.  Mild  stimulants  may  be  administered  when  the  patient  is  recovering. 

If  it  is  impossible  to  get  the  patient  into  the  air,  proceed  as  follows: 

1.  SEND  FOR  A  PHYSICIAN. 

2.  Close  the  gas  jet  that  has  caused  the  trouble. 

3.  Open  the  windows  and  get  the  patient  as  near  the  fresh  air  as  possible. 

4.  If  help  is  to  be  had  direct  someone  to  open  doors  and  create  all  the 

draft  possible  in  order  to  clear  the  room  of  the  poison. 

5.  Perform  Artificial  Respiration   and  have   cold  water   dashed   in   the 

patient's  face. 

6.  Apply  heat  to  the  body  and  stimulate  when  better. 

7.  Never  strike  a  light  in  these  cases. 


RESCUE  AND  RESUSCITATION  OF  DROWNING  PERSONS 

THINGS  TO  REMEI\IBER. 

It  is  not  necessary  that  a  ])erson  should  know  how  to  swim  in  order  to 
save  himself  from  drowning.  The  human  body  in  the  water,  weighs  a  trifle 
over  a  ]>oun(l.  One  hand  harcly  touching  any  floating  object  is  sufficient  to 
keep  the  body  afloat  indefinitely,  while  the  feet  and  oilier  hand  may  be  used 
to  paddle  one  toward  shore. 

Keep  this  fact  in  mind  and  do  not  become  excited.  Do  not  allow  the  fact 
that  you  l<now  iiolhini;'  of  swininiing  to  cause  you  alai-m.  You  may  with  ])er- 
fect  safety  \r\  the  l)0(l\-  ilown  into  the  water  to  tlie  inouth  or  even  to  the  nose, 
just  so  you  can  breathe  easily  and  naturally.  A  little  water  swallowed  is  not 
going  to  hurt  you. 


FOR  SCHOOLS  AND  PLAYGROUNDS  233 

Anyone  can  float  for  hours  if  they  liave  a  little  confidence  and  self-con- 
trol. The  person  in  such  ti-ouhh'  sliould  lie  on  the  water,  perfectly  flat,  head 
thi'own  hack  and  CHEST  ARCHED.  Do  not  niiud  if  the  water  covers  the  cars 
and  the  spray  dashes  over  the  face.  Concentrate  your  efforts  on  kipepiug  the 
feet  up  and  the  head  back  on  the  water  with  the  chest  well  raised  and  breathe 
naturally.  The  minute  you  become  alarmed  and  lift  the  head  and  feet,  the 
body  doubles  up  in  the  water  and  you  will  go  under.  Make  up  your  mind  to 
take  matters  quietly  and  sanely  and  you  will  be  rescued  without  a  doubt. 
Begin  to  use  the  hands  and  feet  a  little  to  paddle  you  about  and  you  will  see 
very  quickly  that  you  will  be  able  to  do  much  for  yourself  in  the  matter  of 
nearing  the  shore. 

Once  out  of  your  plight  make  up  your  mind  to  learn  to  swim. 

TO  RESCUERS. 

1.  Do  not  attempt  to  go  near  enough  to  the  drowning  person  to  let  him 
get  ahold  of  you.     This  often  results  in  the  loss  of  both  lives. 

2.  Watch  your  chance  to  seize  him,  l)y  the  hair,  if  possilile.  and  if  neees- 
sar}^,  duck  him  several  times  until  he  is  quiet,  then  swim  on  your  back  and 
tow  the  body  after  you,  resting  his  head  on  your  chest,  one  of  your  arms  about 
him  and  with  your  free  arm  and  legs  make  your  headway  through  the -Avater. 

ONCE  ON  SHORE,  PROCEED  AS  FOLLOWS : 

1.  SEND  SOMEONE  FOR  A  PHYSICIAN. 

2.  Loosen  the  clothing.  Do  not  remove  until  you  get  the  respiration 
established. 

3.  Clear  the  throat  of  obstructions,  such  as  mud.  water,  seaweed,  etc. 
Put  your  arms  about  the  patient's  middle  and  lift  the  l)ody  to  clear  the  air 
passages  and  stomach  of  this  foreign  matter.  You  may  have  to  put  your  finger 
way  down  the  throat  in  order  to  remove  obstructions  there. 

4.  After  removing  the  water,  etc..  place  the  patient  on  his  l)ack,  catch 
the  tongue  with  a  handkerchief  or  bandage  and  if  there  is  no  one  to  hold  it 
while  you  perform  Artificial  Respiration,  bandage  it  down  on  the  chin.  If  that 
fails,  pierce  it  with  a  needle,  hat  pin  or  anything  of  a  like  nature  so  the  tongue 
cannot  fall  l)ack  into  the  throat  and  close  that  cavity. 

5.  Place  a  coat  that  has  been  rolled  up,  or  a  blanket,  for  a  pillow,  under 
the  shoulder  blades. 

6.  Perform  Artificial  Respiration.     Do  not  delay  in  the  least. 

7.  While  one  is  working  on  the  Artificial  Respiration,  another  should  see 
that  the  patient  is  covered  with  dry  blankets,  coats,  etc. 

8.  Remember  that  it  is  not  at  all  necessary  to  be  rough  with  a  patient. 
Excitement  and  your  anxiety  to  help  should  not  allow  you  to  forget  this  point. 

9.  As  soon  as  the  patient  shows  signs  of  breathing  someone  should  begin 
to  remove  the  wet  clothing  and  I'uh  the  limbs  thoroughly.  TOWARD  THE 
HEART.  Keep  the  blankets  over  him  all  the  while  you  are  rubbing.  This 
aids  the  restoration  of  circulation. 


234  PHYSICAL  EDUCATION  COMPLETE 

10.  W lie II  conscious,  give  hot  coffee,  hot  water  or  hot  lemonade,  though 
hot  coffee  is  the  best  stimulant. 

11.  Do  not  leave  tlu'  patient  after  respiration  has  set  in  for  it  may  cease 
at  any  time. 

12.  Jf  it  is  difficult  to  restore  respiration,  do  not  become  discouraged  and 
give  up.  This  is  hard  work  and  one  person  should  not  attempt  to  work  too 
long  at  a  time,  joroviding  there  are  others  present  who  can  be  of  assistance. 
There  have  been  cases  where  patients  have  been  restored  to  consciousness  after 
hours  of  labor,  so  work  as  if  the  person  belonged  to  you. 

ARTIFICIAL  RESPIRATION. 

(Sylvester  Method.) 

Take  your  |:()sitioii  at  the  patient's  head,  grasp  both  his  hands  at  the 
wrist,  double  his  arms  so  that  the  hands  are  crossed  on  his  chest,  your  hands 
still  grasping  his  wrists,  then  put  your  weight  on  the  patient's  hands  and  count 
five,  giving  one  second  to  each  count. 

Now  raise  his  arms  sideward  and  pull  them  back  slowly  and  as  far  as  you 
can  to  expand  the  chest  walls.  There  are  certain  muscles  that  are  attached  to 
the  arms  and  ribs,  which,  when  the  arms  are  pulled  back,  raise  the  ri])s  and 
increase  the  size  of  the  chest. 

Hold  for  a  couple  of  seconds,  then  slowly  return  the  hands  to  the  chest 
position  and  repeat. 

Do  this  no  faster  than  fifteen  or  sixteen  counts  to  the  minute. 

Should  the  patient  vomit  while  on  his  back  he  must  be  turned  on  his  side 
to  prevent  the  windpipe  becoming  obstructed. 

When  the  patient  is  out  of  danger  let  him  sleep,  BUT  BE  SURE  THAT 
RESPIRATION  HAS  BEEN  DEFINITELY  ESTABLISHED  BEFORE  TAK- 
ING ANY  CHANCES. 

HOW  TO  LOCATE  BODIES  LOST  IN  THE  WATER. 

Construct  a  raft  about  twelve  feet  square  and  cut  a  hole  in  the  center 
about  eight  or  nine  inches  in  diameter.  Lie  down  on  the  raft  with  a  piece  of 
black  cloth  or  a  dark  coat  over  your  head  to  keep  out  the  light  and  have  some- 
one tow  Hie  raft  l)a('k  and  forth  over  the  spot  where  you  think  the  body  may 
be  found.  By  this  method  a  very  small  oljjeet  may  Ix'  seen  distinctly  at  quite 
a  depth. 

Bodies  usually  come  to  the  surface  within  a  week  or  ten  days  after  the 
drowning. 

TO  RESCUE  PEOPLE  FROM  FIRES 


'a- 


Keep  ill  iiiiiui  Hie  fact  that  you  should  not  breathe  smoke  or  hot  air.  so  if 
you  are  1o  enter  ;i  building  that  is  on  fire,  cover  the  mouth  and  nose  with  a  wet 
handkerchief,  elo1h  or  s|)onge.  The  air  six  inches  from  llie  floor  is  free  from 
smoke.  Should  the  smoke  prove  too  dense  and  liable  to  oN'ereoine  a  person,  the 
tliiiii;-  to  do  is  to  erawl  on  the  Moor,  head  low,  and  i\r;\ii:  the  person  to  be  res- 
cued, behind.     Stair\\a\s  slnnild   be  descended   in   the  Name  iiuinner. 


FOR  SCHOOLS  AXD  PLAYGROUNDS  235 

TO  EXTINGUISH  FIRES. 

1.  Keep  cool.    Act  promptly  and  make  your  efforts  count  for  somctliing. 

2.  Fires  may  be  extinguished  by  throwing  on  watei'.  providing  there  is 
no  oil  burning.  Coats,  bedding,  rugs  or  anything  that  is  of  such  a  nature  that 
is  available,  thrown  on  the  fire  will  be  found  most  valuable. 

3.  The  "Bucket  Brigade"  has  been  the  means  of  extinguishing  many  a 
fire  that  would  otherwise  have  proved  very  serious.  Two  lines  of  people  form 
from  the  hydrant  nearest  the  fire  to  the  building.  Buckets  are  filled  with 
water  and  passed  quickly  along  one  line  to  the  last  man,  who  puts  the  water  on 
the  fire  and  sends  the  empty  bucket  back  to  the  hydrant  by  way  of  the  other 
line. 

4.  If  possible  all  air  shafts,  windows  and  doors  should  be  kept  closed  in 
case  of  fire  as  all  drafts  serve  to  make  the  flames  stronger  and  harder  to 
overcome. 

TO  EXTINGUISH  BURNING  CLOTHING. 

1.  Keep  cool.     Running  only  fans  a  flame  and  results  seriously. 

2.  Throw  the  person  whose  clothing  is  on  fire  on  the  floor  and  wrap  in  a 
rug,  coat,  shawl  or  anything  of  a  like  nature,  at  the  same  time  beating  the 
fire  with  the  hands. 

3.  If  a  person  is  alone  and  the  clothing  becomes  ablaze,  lie  down  and  roll 
on  the  floor  and  if  possible  roll  in  a  rug.  blanket  or  overcoat. 

ELECTRICITY 

1.  Avoid  low  hanging  wires,  wires  that  have  fallen  to  the  ground  and  the 
third  rail  used  by  many  electric  car  lines.  They  may  be  charged  and  contact 
with  them  is  most  likely  to  produce  death. 

2.  If  possible,  have  the  current  shut  off  immediately  an  accident  has  oc- 
curred.   If  this  is  not  possible,  rescue  the  person  from  contact  with  the  wires. 

3.  DO  NOT  ATTEMPT  TO  RESCUE  WITH  THE  BARE  HANDS  OR 
WHILE  STANDING  ON  THE  GROUND.  If  possible  slip  on  a  pair  of  rubber 
boots,  a  pair  of  overshoes  and  rubber  gloves.  If  not  available,  stand  on  a  DRY 
board  and  wrap  about  the  hands  several  thicknesses  of  woolen  goods,  silk  or 
paper.  If  you  are  to  attempt  to  cut  the  wire,  be  sure  that  the  feet  are  protected 
in  this  manner  and  that  the  handle  of  the  ax  or  hatchet  is  DRY.  Remember, 
after  cutting,  to  insulate  the  end  of  the  live  wire.  If  any  doubt  exists  as  to 
which  is  the  live  wire,  for  safety,  insulate  both  ends  you  have  cut. 

4.  GET  A  PHYSICIAN  II\OIEDIATELY. 

5.  Treat  for  shock.    Keep  the  body  warm. 

6.  Artificial  Respiration  may  be  necessary. 

7.  Treat  burns  from  electricity  as  you  would  burns  from  any  other  cause. 


236  PHYSICAL  EDUCATION  COMPLETE 

EMERGENCIES 
BURNS  AND  SCALDS. 

lu  the  treatment  of  burns  and  scalds  the  main  idea  is  to  exclude  air  from 
the  injured  part  just  as  quickly  as  possible.  This  may  ))e  easily  done  by  mak- 
ing' a  thin  paste  of  baking'  soda  and  water,  starch  or  fh)ur  and  applied  to  the 
burn.  It  should  be  allowed  to  remain  until  the  jiaiu  ceases,  Avhen  it  may  be 
washed  off  with  cool  water  and  some  sort  of  a  soothing  ointment  applied.  Com- 
mon vaseline  or  that  Avhicli  is  carbolized.  olive  or  castor  oil  and  cream  are  all 
good  to  use  on  a  fresh  burn. 

Deep  burns  are  very  serious  and  the  services  of  a  jjhysician  should  be 
secured  immediately.  lentil  he  arrives  the  above  method  of  handling  burns 
may  be  used.    For  all  cases  of  burns  picric  acid  gauze  is  very  valuable. 

OVER  EXERTION. 

There  is  marked  shortness  of  breath  and  the  patient  turns  a  bluish  color. 
Rest  and  quiet  should  be  secured  for  the  patient  but  he  should  be  taken  to  a 
physician  as  soon  as  possible.  Carry  him  on  a  stretcher.  Stimulate  by  giving 
hot  coffee  whenever  possible. 

:\nLD  CONCUSSIONS  IN  THE  GYM. 

Have  the  patient  lie  down  and  rest  and  allowed  to  sleep  as  soon  as  it  is 
possible  to  do  so.  There  may  be  loss  of  memory  for  a  few  hours  but  will  be  all 
right  within  a  little  while. 

SPIKE  WOUNDS. 

Spike  wounds  are  of  the  rusty  nail  variety  and  should  be  treated  as  such. 
They  should  he  W(^ll  opened  and  thoroughly  washed  with  antiseptics. 

"BASE  BALL  FINGERS." 

"Base  ball  fingers"  should  be  given  care  at  once.  There  is  no  excuse  for 
the  crooked  fingers  on  base  ball  players,  fingers  that  are  injured  in  games,  as 
proper  care  at  the  proper  time  will  straighten  them. 

GYMNASTT^M  APPARATUS. 

Gymnasium  appai-atus  should  l)e  kept  clean  by  the  use  of  antiseptics  and 
water.     Wash  frecpicnily  and  have  mats  clfancd  often. 

SNAKE  BITES. 

Prevent  this  daiigei-ous  accident  as  nnicli  as  possible  by  wearing  high  boots 
or  leggins  when  on1  in  the  woods  oi-  wherever  one  is  apt  to  find  snakes. 

The  first  thing  to  do  aftei-  a  snake  has  liitten  a  ])orson  is  to  j^lace  a  ligature 
above  the  wonnd.  open  llie  wound  with  a  sliai'p  knife  and  lei  it  bleed  well. 
Some  advocate  sucking  Ihe  woinid  hnl  lliis  is  not  a  safe  Ihing  to  do  for  fear  oi' 
sores  on  the  lips  or  in  the  nioulii.     When  the  bitten  pai1  has  been  cut  and  the 


FOR  SCHOOLS  AND  PLAYGROUNDS  IT/ 

bleeding  lias  l)eeii  free  for  a  seeoiid  or  two,  apply  pure  earljolic  acid,  canslic 
potash  or  a  few  crystals  of  potassium  ])ermanganate,  which  will  bum  out  the 
poisoned  tissue.  The  limb  will  swell  and  prostration  set  in,  when  a  stimulant 
should  be  given.  Alcoholic  liquors  should  not  be  given  in  large  doses  as  the 
l)ati('iit  may  not  have  the  strength  to  recover.  If  the  doses  are  small  he  can 
fight  fiu-  himself.  Aromatic  spirits  of  ammonia  is  as  good  a  stimuhinl  as  can 
])e  used.  The  tourniciuet,  or  ligature,  should  be  released  often — every  three- 
quarters  of  an  hour — which  permits  but  a  little  of  the  poison  to  enter  the  sys- 
tem at  one  time,  thus  decreasing  the  danger  of  death  to  a  great  degree. 

MUSCULAR  CRA:\IP. 

The  best  thing  one  can  do  is  to  use  hot  applications  at  once.  These  cause 
relaxation  and  comfort  to  the  patient.     Massage  also. 

FOOT  CRADLE. 

If  a  lower  limb  is  injured  and  the  patient  is  unable  to  stand  tlie  weight  of 
the  bed  clothing  on  it,  an  improvised  cradle  may  be  made  by  cutting  off  a 
portion  of  the  handle  of  an  umbrella,  so  that  when  opened  it  will  rest  flatly  on 
the  bed  over  the  limbs.  Another  method  is  to  saw  a  barrel  hoop  in  two  equal 
sections,  cross  and  tie  together  to  keep  in  place,  then  put  an  extra,  warm  blan- 
ket over  the  cradle  to  prevent  the  feet  from  becoming  cold  and — lastly,  cover 
all  Avith  the  bed  clothing. 

FEET. 

Fm-  long  walks  or  camping  out  be  sure  to  clothe  the  feet  properly.  Use 
heavy  stockings  and  shoes  that  have  had  enough  previous  Avear  to  soften  them. 
If  the  feet  are  tender-  bathe  Avith  hot  and  cold  Avater,  using  one-half  alcohol 
and  one-half  Avater.  Talcum  pOAvder  sprinkled  in  the  shoes  or  on  the  feet  re- 
duces the  friction  in  the  shoe.  If  a  blister  is  about  to  appear  on  the  foot  or 
the  surface  seems  irritated  sufficiently  to  Avarrant  it,  use  adhesive  plaster,  hut 
IF  BLISTERED,  do  not,  under  any  consideration,  use  it. 

RECIPE  FOR  A  MUSTARD  PLASTER. 

]\Iix  one  tablespoon  of  nuistard  Avith  five  of  flour  and  a  good  pinch  of  soda 
to  prevent  blistering.  ]\Iix  thoroughly  Avhile  dry  and  i)Our  on,  little  by  little,  a 
small  quantity  of  lukcAvarm  Avater.  Noav  spread  the  mixture  over  the  center 
of  the  piece  of  cloth  to  be  used  for  that  purpose,  fold  the  Iavo  sides  OA'er  about 
tAvo  inches,  then  the  liottom  is  folded  u])Avard  Iavo  inches  and  the  top  is  draAvn 
all  the  way  o\'er  to  the  very  bottom  of  the  plaster.  The  mixture  Avill  uoav 
remain  enclosed.     Cover  all  Avith  a  light,  thin  cloth  aiul  a^iply. 

STIMULxVXTS. 

Hot  tea  and  coffee,  aromatic  sjiirits  of  ammonia,  a  small  glass  of  Avine 
or  a  little  Avhisky  in  a  glass  of  hot  Avatcr  for  those  Avho  do  not  object  to  it,  are 
all  stimulants  to  be  used  as  necessity  demands.  For  all  purposes  there  is 
nothing  that  is  as  good  to  use  as  hot  coffee,  but  it  should  be  giv(Mi  as  hot  as  the 
patient  can  take  it  Avith  comfort. 


238  PHYSICAL  EDUCATIOX  COMPLETE 

EMETICS. 

In  cases  Avhere  the  stomach  is  to  be  emptied  of  its  contents  without  the  aid 
of  the  stomach  pump,  any  one  of  the  following  methods  may  be  used : 

1.  Give  one  teaspoon  of  mustard  in  a  glass  of  Avater. 

2.  A  quart  of  lukewarm  water  makes  a  most  effective  emetic. 

3.  Eun  a  finger  down  the  throat. 


'o^ 


STRAINS  AND  SPRAINS. 

Strains. — Strains  affect  the  muscles  and  tendons.  Where  there  is  not 
much  injury  there  is  some  hemorrhage,  though  slight.  Discoloration  is  caused 
by  the  hemorrhage.  Injury  to  the  muscle  is  caused  by  a  severe  wrench  and  is 
not  usually  serious. 

The  first  thing  to  do  is  to  relieve  the  tension  at  once — let  the  patient  rest. 
The  hemorrhage  must  then  !)(■  interfered  with  by  the  application  of  either  HOT 
or  COLD  applications,  though  in  this  case  hot  water  is  more  soothing.  Mas- 
sage later  or  when  there  is  recovery.  If  a  leg  is  strained  the  patient  should 
rest  in  bed  at  least  all  of  a  week.  If  an  arm  it  should  be  carried  in  a  sling.  If 
muscles  of  the  back,  the  patient  should  rest  and  heat  be  applied  to  relieve  the 
pain  and  check  the  hemorrhage. 

Sprains. — A  sprain  is  a  severe  wrench  which  tears  the  ligaments  and  there 
is  sometimes  a  fracture  in  addition  to  the  sprain.  The  cause  of  the  pain  is  the 
snai)piiig  of  a  ligament,  then  follows  discoloration  and  swelling.  If  an  ankle 
has  been  once  sprained,  it  is  very  easy  to  repeat  the  injury.  When  this  hap- 
pens the  foot  should  be  soaked  in  hot  water  at  least  an  hour  and  hot  apjilica- 
tions  kept  on  for  at  least  twenty-four  hours  to  check  the  hemorrhage  and  limit 
the  swelling.  Keep  the  foot  elevated  and  later  the  Adhesive  Bandage,  as  pre- 
viously described,  should  be  applied.     Plenty  of  rest. 

TO  KEEP  THE  CURIOUS  CROWD  AWAY. 

Frequently  the  person  who  is  to  render  First  Aid  is  hampered  in  the  work 
by  the  curious  crowd  gathering  around  the  injured  person.  Not  only  is  the 
First  Aid  Student  hindered  but  the  patient's  recovery  is  often  very  greatly 
delayed.  If  the  person  in  charge  will  select  one  or  two  of  the  crowd  for  assist- 
ants, then  ask  all  those  nearest  the  injured  person  to  take  hold  of  hands  and 
form  a  circle,  thus  enclosing  the  injured  and  all  those  who  are  to  look  after 
him,  inside  the  circle,  it  wall  be  found  to  be  of  great  help.  Instruct  those  Avho 
foi'm  the  circle  to  push  back  and  not  to  allow  anyone  to  enter  the  circle  who 
has  no  right  to  be  there. 


'&' 


FAINTING. 

I'lace  the  patient  in  a  reclining  position,  unloosen  all  clothing  that  may  i)0 
tigiit  or  hind,  pailicuhirly  at  the  neck  and  waist,  antl  bathe  the  face  and  hands 
in  cold  water.  See  that  there  is  ]ileii1y  oT  t'l-esh  air  in  the  room.  When  recov- 
ery has  taken  place,  if  possible  allow  complete  rest  for  a  little  while. 


FOR  SCHOOLS  AND  PLAYGROUNDS  239 

NOSE  BLEP]D. 

During  the  wann  days  of  Spring'  and  early  Fall  a  great  many  cases  oi'  nose 
bleed  are  encountered  during-  school  hours.  The  slight  cases  do  not  amount  to 
anything  and  need  no  care,  but  when  the  hemorrhage  is  heavy  tlu'  patient 
should  be  placed  in  a  chair  so  that  the  head  is  allowed  to  tilt  backward  a  little, 
then  cold  applications  should  be  used  at  the  back  of  the  neck,  hold  the  soft  por- 
tions of  the  nose,  just  below  the  bony  part,  together  for  a  little  while  or  insert 
plugs  made  of  absorbent  cotton,  one  in  each  nostril,  and  push  tluMu  up  the 
passage  about  one  inch.  For  this  purpose  a  lead  pencil  or  pen  holder  handle 
may  be  used.  If  the  bleeding  continues,  after  a  reasonable  length  of  time,  send 
for  a  physician.  Children  w^ho  are  subject  to  heavy  attacks  of  nose  bleed 
should  not  be  encouraged  to  play  while  the  weather  is  warm. 

FROST  BITE. 

Ears,  toes  and  fingers  that  are  frost  l)itten  should  be  well  rubbed  with  ice 
or  snow  for  some  moments,  after  which  warmth  should  be  very  gradually 
applied. 

EPILEPTIC  FITS. 

Children  who  are  subject  to  the  mild  form  of  epileptic  fits  are  not  often 
injured  by  attending  school,  in  fact  in  some  cases,  a  child  is  benefitted  by  a 
little  school  work  and  association  with  other  children.  Those  who  are  victims 
of  this  trouble  in  the  more  severe  forms  should  not  be  permitted  to  attend 
school  at  all.  The  nervous  strain  is  increased  and  the  attacks  are  more  fre- 
quent. Not  only  is  this  a  cause  of  more  suffering  to  the  victim  of  the  trouble 
but  the  effect  on  the  rest  of  the  children  is  not  good.  They  live  in  constant 
fear  that  their  schoolmate  will  have  an  attack  and  it  is  certainly  unwise  to 
place  children  where  they  must  witness  such  a  sight  as  a  person  in  one  of  these 
convulsions.  When  attacks  come  on  about  all  the  First  Aid  Student  can  do  is 
to  place  the  person  in  a  dark  room,  where  it  is  quiet,  if  possible,  until  he  recov- 
ers. Usually  a  deep  sleep  follow\s,  at  the  conclusion  of  which  the  jiatient  seems 
to  be  as  well  as  before  the  attack. 

HYSTERICS. 

Do  not  encourage  by  coddling  and  petting  anyone  who  indulges  in  hyster- 
ics. Rather  discourage  them  by  making  them  see  liow  foolish  and  silly  such  a 
habit  is.  The  more  one  is  petted  at  such  times,  the  longer  the  "attacks"  are 
permitted  to  last.  Hysterics  not  tolerated  iwo  soon  overcount  and  a  foolish 
habit  forgotten. 


&^ 


FOREIGN  BODIES  IN  THE  EYES  AND  EARS. 

Cinders,  particles  of  dust,  hairs  or  any  foreign  body  ii!  the  eye  cause  much 
pain,  inflammation  and  swelling.  Instruct  the  child  to  wash  the  eye  very 
gently  with  a  piece  of  absorbent  cotton,  dipped  in  clean  water,  always  washing 
toward  the  nose.    Sometimes  one  can  remove  the  cause  of  the  trouble  I)\-  hold- 


240  PHYSICAL  EDUCATION  COMPLETE 

ing  the  eye  open  with  the  first  finger  and  thumb  of  the  left  hand  and  allowing 
water  to  drip  into  the  eye  from  a  clean  piece  of  cotton  or  cloth  held  in  the  right 
hand.  Another  method  is  to  draw  the  upper  lid  down  over  the  lower.  This 
freciuenth"  causes  the  particle  to  stick  to  the  lashes  of  the  lower  lid. 

Foreign  bodies  in  the  ears  should  be  looked  after  by  a  physician.  If  an 
insect  has  entered  the  ear  much  annoyance  is  felt  by  the  intense  singing  and 
buzzing  made  by  it  as  it  flutters  about  in  that  sensitive  cavity.  In  such  cases 
instant  relief  may  be  given  by  putting  in  the  ear  a  few  drops  of  warm  olive  or 
castor  oil,  glycerine  or  pure,  clean  lard  melted.  This  kills  the  insect,  when  the 
ear  may  be  syringed  out  with  warm  castile  suds,  after  which  dry  the  ear  out 
with  eotton. 

TO  REMOVE  WARTS. 

To  remove  Avarts  apply  nitric  acid  to  tlu^  wart,  very  lightly  and  carefully. 
Two  or  three  applications  should  suffice  to  remove  a  wart  of  medium  size. 
Sometimes  tincture  of  iodine  is  applied  successfully.  In  either  case  the  appli- 
cations should  be  made  two  days  apart,  which  will  allow  the  burned  portion  of 
the  wart  to  drop  off,  then  apply  again. 

METHODS  OF  TRANSPORTING  THE  SICK  AND  INJURED. 

Never  move  an  injured  person  from  the  place  where  the  accident  occurred 
until  the  best  First  Aid  treatment  of  which  you  are  capable  has  been  rendered. 

A  badly  injured  person  ought  always  to  be  carried  from  the  scene  of  the 
accident  and  preferably  in  a  reclining  position.  If  it  is  impossible  to  secure  a 
regular  stretcher  at  once,  the  following  can  be  easily  improvised: 

Stretchers. — 1.  Overcoats  or  coats  may  be  used  by  turning  the  sleeves 
inside  out.  Push  a  pole  through  each  sleeve  and  button  the  coat.  Two  coats 
should  be  used  to  every  stretcher  and  possibly  more.  This,  of  course,  depends 
upon  the  size  of  the  patient. 

2.  Take  three  grain  sacks,  cut  off  the  corners  of  the  bottom  of  each  sack, 
then  push  two  poles  through  the  mouth  and  corner  holes  of  each  sack  and  you 
have  a  very  practical  stretcher.  Both  the  coat  and  sack  stretcher  may  be 
strengthened  by  two  short  poles  being  fastened  across  the  two  long  ones  about 
two  feet  from  the  handles. 

8.  Doors  or  a  couple  of  planks  nailed  securely  to  some  cross  pieces  will 
answer  Avhen  nothing  else  is  obtainable.  A  strong  piece  of  canvas  or  a  blanket 
fastened  1()  two  |i()h's  witli  two  short  poles  to  keep  the  stretcher  from  collaiis- 
ing  make  a  good  stretcher. 

Carrying-  the  Stretcher. — It  is  very  important  thai  the  two  carrying  the 
stretcher  should  maintain  a  "break"  step,  the  leader  bcgiuning  with  llie  loft 
and  the  follower  the  riizlit  foot.  This  metliod  maiutnius  a  balance  of  ihe 
stretcher. 

Positions  of  the  Patient  on  the  Stretcher. —  if  ;ih(htniiiial  iiijinies  have  been 
received  put  the  |i;i1ieiit  on  the  hark,  let  iiiiii  flex  the  knees  as  much  as  ])()ssil)]e 
and  put  a  pad  or  something  in  phice  to  support  the  k'liee  flexion.     This  well  be 


FOR  SCHOOLS  AND  PLAYGROUNDS  241 

the  most  natural  and  comfortable i:)Osition  for  him  to  assume  and  you  will  not 
need  to  suggest  it  in  the  majority  of  eases. 

If  an  arm  lias  heen  broken,  fold  it  across  the  chest  or  it  may  rest  in  the 
groove  alongside  the  body. 

HANDLE  PATIENTS  VERY  GENTLY  ALWAYS. 


IMPROVISED  SEATS  FOR  CARRYING  THE  SICK  OR  INJURED 

AVhen  a  person  has  not  been  severely  injured  and  is  able  to  be  assisted 
from  the  spot  where  the  accident  occurred,  any  of  the  following  improvised 
seats  may  be  used : 

Two  Handed  Seat. — The  two  carriers  face  each  other,  number  one  "'rasps 
with  his  left  hand  the  wrist  of  the  right  hand  of  number  two,  who  at  the  same 
time  closes  his  right  hand  over  the  wrist  of  number  one.  The  free  hands  are 
then  used  to  grasp,  each,  the  shoulder  of  the  other. 


TWO   HANDED    SEAT 


Three  Handed  Seat. — The  two  carriers  face  each  otlier,  number  one  grasps 
with  his  left  hand  the  wrist  of  his  own  right  liaud.  With  his  right  hand,  which 
is  still  free,  he  grasps  the  right  wrist  of  number  two.  Number  two  grasps  with 
his  right  hand  the  left  wrist  of  number  one  and  with  his  left  hand  grasps  the 
right  shoulder  of  number  one. 


242 


PHYSICAL  EDUCATION  COMPLETE 


THREE  HANDED  SEAT 


FOUR  HANDED  SEAT 

Four  Handed  Seat,  Sometimes  Called  Ladies'  Chair. — The  tAvo  carriers  face 
each  other,  number  one  grasps  with  his  right  hand  his  own  left  wrist.  Num- 
ber two  grasps  with  liis  right  liand  his  own  left  wrist,  when  each  now  grasps 
with  his  left  hand,  which  is  free,  the  right  wrist  of  the  other.  This  makes  the 
strongest  chair  for  transportation  that  is  offered  to  the  First  Aid  Student  and 


FOR  SCHOOLS  AND  PLAYGROUNDS 


243 


one  ■\vhio!i  enables  two  people  to  carry  a  person  some  distance  before  needing 
rest. 


CARRYING  PATIENT  ON  FOUR  HANDED  SEAT 


OUTLINE  OF  FIRST  AID  COURSE  FOR  GRAMMAR  SCHOOLS. 


LESSON  I. 


LESSON  II. 


LESSON  III. 


Talk  by  the  Teacher  on  The  Purpose  of  First  Aid. 
Study  of  Bones,  Joints  and  Muscles. 
Strains  and  Sprains. 
Breaks  and  Fractures. 

First  Aid  ^laterials. 

1.  Bandages  and  Iheir  Uses. 

2.  Splints. 

3.  Tourniquets. 

4.  How  to  Tie  the  Keef,  or  Square  Knot. 

Bandages  and  Bandaging. 

The  Triangular  Bandage  and  Its  Uses.     Size. 

1.  Arm  Sling. 

2.  Foot. 

3.  Hand. 

4.  Head. 

5.  Eye. 

6.  Jaw. 

7.  Neck. 

8.  Palm  of  Hand. 


244 


PHYSICAL  EDUCATION  COMPLETE 


LESSON  IV. 


LESSON  Y. 


LESSON  VL 
JiESSON  VII. 


LESSON  VIIL 


LESSON  IX. 


LESSON  X. 
LESSON  XL 
LESSON  XII. 


Bandages  and  Bandaging-,  Continued. 
The  Koller  Bandage  and  Its  Uses.    Sizes. 

1.  Spiral. 

2.  Spiral  Reverse. 

3.  Figure  of  Eight. 

4.  Spiral  of  the  Thumb  and  Fingers. 

5.  Spiral  of  the  Thumb  and  Spiral  of  the  Fingers. 
Precautions  to  Be  Observed. 

Circulation. 

Difference  in  the  Work  of  Arteries  and  Veins  and  the  Blood 

They  Carry. 
Cuts. 

Bleeding   (Hemorrhage). 
Methods  for  Stopping  the  Different  Kinds  of  Bleeding. 

Shock. 

Breathing,  and  What  It  Does. 

Choking. 

Croup. 

Gas  Poisoning. 

Drowning. 

Artificial  Respiration. 

Accidents  Liable  to  Happen  in  the  Home. 

1.  Burns  and  Scalds. 

2.  Fires. 

3.  Rescue  of  Persons  From  Fires. 

4.  To  Extinguish  Burning  Clothing. 

5.  Electricity  Burns. 
Emergency  Supply  for  the  Home. 

Emergencies. 

1.  Fainting. 

2.  Chill. 

3.  Eye  Wounds,  Cinders,  Dust,  etc. 

4.  Nose  Bleed.' 

5.  Snake  Bites. 

6.  Feet  Injuries. 

7.  Cramjjs  in  the  Legs, 

8.  Frost  Bite, 
n.  Elmeties. 

1(1.   Hysterics. 

Injuries  and  Emergencies  of  Iiuloor  and  Outdoor  Sports. 
Methods  of  Carrying  the  Sick  and  Injured. 
Pracl  ical   Examination. 


CHAPTER  IX 


The  Physical  Care  of  Children  in  the  School  Room 
and  on  the  Playground 


THE  PHYSICAL  CARE  OF  CHILDREN. 

Not  all  schools  are  fortunate  enough  to  be  i)rovided  with  Medical  Inspec- 
tion at  the  present  time,  but  the  day  is  not  very  far  distant  when  the  great 
majority  of  cities  will  he  ready  and  willing  to  make  such  a  provision  for  theii* 
school  children.  Until  the  time  does  come  when  all  eyes  are  opened  to  1liis 
great  and  growing  necessity,  teachers  will  be  called  upon,  in  fact  should  \)r 
expected,  to  do  as  much  of  this  work  as  they  possihly  can  for  their  pupils. 

To  none  of  us  is  given  the  al)ility  to  develo})  the  perfect  life,  but  the 
power  is  given  to  teachers  to  do  much  toward  making  the  life  of  every  school 
child  an  efficient  one,  and  that  is  what  every  teacher  of  school  children  should 
honestly  attempt.  It  is  all  wrong  for  any  teacher  to  give  her  entire  attention 
to  the  mental  progress  of  the  children  in  her  care  and  neglect  the  physical 
health  and  well-being  of  those  same  children.  The  whole  child  goes  to  school 
— not  simply  the  head — and  teachers  should  ])egin  to  realize  that  it  is  a  duty 
to  know  something  about  the  child's  body  as  well  as  his  brain,  something  too 
about  the  childish  troubles  ami  i)hysical  embarassments  through  which  a  large 
percentage  of  little  folks  pass.  For  the  sake  of  the  children,  their  health, 
their  comfort,  their  progress  in  their  studies  and  their  happiness,  every  teacher 
should  be  able  to  read  intelligently  the  health  index  of  the  pupils  who  live  in 
her  school  room  and  having  read,  should  do  all  within  her  power  to  helj)  the 
children  secure  a  correction  of  their  physical  embarassments  and  ailments. 
The  responsibility  and  duty  none  should  shirk  and  the  teacher  of  a  Rural 
Heliool  owes  this  help  to  hci-  little  band  of  seven  or  eight  just  as  surely  as  does 
the  teacher  in  a  city  school  who  has  charge  of  forty  or  fifty  children. 

There  is  a  very  small  percentage  of  really  stupid  children  in  the  school 
world,  but  there  is  a  surprisingly  large  percentage  of  DEFECTIVE  childi-eii. 
made  so  by  neglect  of  eye,  ear,  nose  and  throat  troubles.  A  inimber  of  tliesc 
are  found  in  every  school  and  are  called  the  laggards,  the  dull  ones,  the  left- 
overs from  year  to  year,  who  are  the  classroom  drags  and  avIio  get  the  name 
of  being  stupid  when  in  reality  the  great  majority  of  them  are  suffering  from 
one  or  more  of  the  physical  defects,  which  can.  in  most  cases,  be  easily 
remedied. 

Unfortmiately,  too  many  teachers  are  very  willing  to  sit  hack  and  \\ait  for 
someone  else  to  perform  this  duty  for  them.  1'lie  large  majority  of  teachers 
have  never  had  the  Ojijiort  unity  to  take  up  such  a  line  of  woi'k- :  they  do  no! 
know  how  to  go  about  it  to  ascertain  the  condition  of  tlu'  pupils  in  theii'  rooms. 
and  so  these  little  people  are  neglected,  [ihysically,  and  left  to  struggle  against 
great  odds,  which  in  the  end  do  impair  tiu'  mental  usefulness  of  so  many  of 
them.     In  s(dioo]s  where  no  .Medical  Inspection  is  pi-ovided.  teachers  may  find 


246 


PHYSICAL  EDUCATION  COMPLETE 


the  followincr  sua'jcstinns  of  value  in  their  effort  to  read  the  health  index  of 
pupils : 

Make  up  a  card  for  eaeli  child  according-  to  the  following  sample,  or  if 
you  prefer,  make  one  according-  to  your  own  plan,  hut  the  main  facts  should 
be  noted : 

HEALTH  RECORD. 


Name 

Address 

Date  of  Birth. 


Parent 

Parent's   Occupation. 
Address , 


School    Year 1 

2        3     14        5     16     17        8 

Dates  of  Exam,  and  Cor.i 

1                                 1              1     1     1 

EVER   HAD: 

Examination  and  Results 

EiR 

E  R  E|R  E  R  E 

R|E|R|E|R|E|R 

General    Appearance.... 

1 

1 

1         1     1 

Rheumatism? 

Posture     

1         III 

I                   1           Tonsilitis? 

Flat    Feet 

1     I     1     1          III 

1     1     1     1     1           Diphtheria? 

Eves    

1         1     1     1     1     1     1 

1          III     [Scarlet    Fever? 

Ears     

1     1     1     1     1     1 

1          1     1     1     1      Measles? 

Nose    

1     II     1     1     II     1 

Ill                    Whooping    Cough? 

Lungs    

1     1     1     1     1     1     1     1 

'Grippe?                               ii 

Throat    

1     1     1     1     1          1     1 

II                     Pneumonia? 

Neck    Glands 

II     1     1     1     1     II 

[Mill     1  Small-Pox? 

Teeth    



1     1     1     1     1     1 

1     1     1     1     1     1     |Ever  been  vaccinated" 

Skin    

1         1        1 

1     I     1     1     IWhen? 

■■t 


E  Examination 

R  Result 

+  Normal 

• —  Not   Normal 


C        Corrected 

NC     Not   Corrected 

PC     Partially    Corrected 


Remarks 


FOR  SCHOOLS  AND  PLAYGROUNDS 


247 


SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS. 


General 
Appearance 


When   and   How  to   Examine 


Posture 


Flat    Feet 


Eyes 


Observe  the  child  several  times 
during  the  first  two  weeks  of 
the  school  year  and  take  the 
average   of   your   observations 


Observe  the  child  several  times 
during  the  first  two  weeks  of 
the  school  year  and  take  the 
average   of   your   observations 


Make  examination  any  time 
during  the  first  two  weeks  of 
school 

Ask  the  child  to  stand  with 
heels  together,  toes  apart.  The 
child  looks  at  some  object 
ahead  of  him.  The  teacher 
obtains  the  best  view  of  his 
feet   from   the    rear 


Make  examination  any  time 
during  the  first  two  weeks  of 
school 

Place  the  eye  chart  on  the 
wall  20'  from  the  child  in  a 
good  light.  Examine  the  right 
eye,  then  the  left.  Tell  the 
child  to  place  the  left  hand 
OVER  the  left  eye  and  read 
the  letters  and  figures  on  the 
chart.  If  all  the  letters  and  fig- 
ures can  be  read  correctly,  the 
vision  is  normal  and  maj^  be 
marked  R20/20  or  R+.  If  only 
the  60'  line  can  be  read  the 
record  would  stand  R20/gQ^ 
which  means  20'  distant  the 
60'  line  was  read  by  the  right 
eye  or  we  could  use  the  sim- 
ple record  R — .  Proceed  in  the 
same  manner  with  the  left. 
Astigmatism.  To  examine  for 
astigmatism  use  Green's  As- 
tigmatic Lines.  Test  one  eye 
at  a  time  at  a  distance  of  20'. 
If  astigmatism  is  present  some 
of  the  lines  will  be  clear  black 
and  distinct,  while  others  will 
be  lighter  and  blurred,  some- 
times will  be   run   together 


Mark    +    For 


Good  color 

Bright   eyes 

Well    n  o  u  r- 
ished    body 
Firm   flesh 
Active   mind 


Head   erect 
Chest    raised 
S  h  o  u  1  d  e  r  s 

level 
Hips  even 
Standing  well 
on  both  feet, 
toes  apart, 
"like  a  let- 
ter V" 

A  b  d  o  m  e  n 
drawn    in 


Good,  even, 
firm  stand- 
ing   position 


The  normal 
eye  or  rec- 
ord by  fig- 
ures 20/20 


Mark  —  For 


Pale  face,  blue  under 
eyes 

Dull  eyes,  heavy  ex- 
pression 

Illy   nourished   body 


Soft,   flabby   flesh 
Indifference     and 
lessness 


list- 


Sagging  head 

Sunken  chest 

Shoulders  and  hips  un- 
even, denoting  spinal 
curvature 

Poor  standing  position 
of  the  feet,  weight  of 
the  body  being  shift- 
ed first  from  one  foot 
to  the  other  or  stand- 
ing on  the  sides  of 
the  feet.  Prominent 
abdomen 


Standing  on  the  insides 
of  the   feet 

Heels    run    over    to    the 

inside 
Uppers    of    shoes    worn 

out   in    small,   circular 

places   over  the   ankle 

bones 


Defective  vision 

(Be  sure  to  make 
your  entry  for  each 
eye  as  sight  differs 
greatly  in  most  peo- 
ple's  eyes) 

If  a  child  can  read  the 
60'  and  40'  lines  the 
record  would  be  20/^^, 
using  R  or  L  as  the 
case  required.  If  the 
60',  40'  and  30'  were 
read,  the  record  would 
show  20/^0,   etc. 

The  minus  sign  may  be 
used  in  these  tests  or 
the  figures,  as  the 
teacher  desires 


248  PHYSICAL  EDUCATION  COMPLETE 

SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS.   (Continued) 


60  FEET 


FZROE 


40  FEET 


GELTZ  C 


30  FEET 


T  P  C  Z  R  D  O 


20  FEET 


(Copy   oil    pure   Avliitc    pa|)('r   and    use.    if    no    Snellen    Test    Cards    can    hi' 
procured.) 


FOR  SCHOOLS  AND  PLAYGROUNDS 


249 


SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS.   (Continued) 


When   and   How  to   Examine 

Mark    -|-    For 

Mark   —    for 

Ears 

Alake     examination     any    time 

Correct  point- 

Incorrect   pointing    to 

during  the   first  two  weeks   of 

ing    to    the 

the    watch,    or    if    the 

school 

watch     at     a 

Watch    has    to    be 

Take    the   children,   if   possihle, 

distance     no 

moved     close     to     the 

into    some    quiet    part    of    the 

less    than 

ear    before     the    tick- 

school  for   ear   tests. 

20"  —  24" 

ing   can    be    heard 

The  teacher  stands  behind  the 

Mark  R—  or  R ,  ac- 

child   and    asks    him    to    close 

cording    to    the     dis- 

his    eyes     and    listen     for    the 

tance,     for     the     right 

ticking    of    the    watch    in    her 

ear   and   L —  or   L 

hand.  (Use  a  large  sized  lady's 

for   the    left 

or   a   gentleman's   watch) 

Hold    the    watch    in    one    hand 

about    20    or    24    inches     from 

the    ear   and   ask    the    child    to 

point    to    the    watch.      Do    not 

take   the   first   answer  as   final 

for   children   are   "good   guess- 

ers,"  but  try  first  one  ear  then 

the  other,  or  perhaps  one  sev- 

eral   times    before    testing   the 

other   .  Do   not   give    the   child 

any  hint  of  the  position  of  the 

watch.      Give    the    child   plenty 

of  chance   for   he   is   apt   to   be 

nervous 

Nose 

Make     examination    any    time 

Clear    pronun- 

1. Dull,    heavy    expres- 

(Adenoids) 

during  the   first  two  weeks   of 

ciation    of 

sion  of  the  eyes  and 

(Breathing) 

school 

m's    and    n's 

face 

Ask    the    child    to    say    "Good 

Lack   of   all 

(Called    the   Adenoid 

Morning"  and  "Nine  men  min- 

symptoms 

Face) 

ing  in  a  mine."    If  m's  are  pro- 

recorded   i  n 

2.  Depression    at    sides 

nounced   as  b's  and  the   n's   as 

the     —     col- 

of  n  o  s  e,    producing 

d's     careful     note     should     be 

umn    o  p  p  o- 

pinched  look 

made   of   the   fact 

site 

3.  Thick,  throaty  voice 

Liquire     as     to     frequency     of 

4.  Crooked    and    often 

colds  and  ventilation  of  sleep- 

protruding    upper 

ing  apartment 

teeth 

5.  A  n    underdeveloped, 
receding  chin 

6.  Lack  of  color  in  the 
face 

7.  U  n  d  e  r  d  e  \'  e  1  o  p  e  d 
body 

8.  Sunken   chest 

9.  Fre(iuent    earache 
and   o  f  t  e  n    running 
ear 

10.  Mentally   dull  and 
slow 

11.  Deafness,  often   to  a 
great  degree 

12.  Snore   in   sleep 
Restless   sleepers 

Lungs 

Observe  the  child  several  times 

Full  high  chest 

Sunken  chest 

during   the    first    two   week   of 

Shoulders    raised    when 

the    school   year   and   take   the 

trying     to     fill     the 

average   of   your   observations 

lungs   with   air 

Ask    the    child    two    or    three 

times     during     the     first     two 

Ability    to 

Inability    to    fill    the 

weeks  of  school  to  breathe  as 

take    a   deep 

lungs     with     air     and 

deeply    as    possible    and    note 

breath   and 

control  the  breath 

how  it  is  done 

control    it 

Tendency    to    coughs 
and  colds 

250 


PHYSICAL  EDUCATIOX  COMPLETE 


SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS.   (Continued) 


When  and  How  to  Examine 

Mark   +   For 

Mark   —    for 

Throat 

Make     examinartion    any    tirne 
during  the   first  two  weeks   of 

Small,    clean, 
healthy 

Enlarged  diseased  ton- 
sils 

school 

(Use  individual  wooden  tongue 
depresser,  one  for  each  child) 
Hold   tongue   down   and  exam- 

looking ton- 
sils 
Clean,    sweet 
breath 

Foul   breath 

ine   tonsils 

Neck 
Glands 

Make     examination    any    time 
during  the  first  two  weeks   of 
school 

Press  with  the  tips  of  the  fin- 
gers on  the  neck  in  the  region 
of     the     tonsils      for      swollen 
glands,     also    under    the    jaws 
and   back  of   the   neck  at  base 
of  brain 

No    sign    of 
swollen 
glands 

Swollen  glands  that  are 
kernel-like  to  the 
touch 

Teeth 

Make     examination     any    time 
during  the   first  two  weeks   of 

Sound,    clean 
teeth 

Decayed,  unclean  teeth, 
offensive  breath,   sore 

school 

With  the  individual  tongue  de- 
presser   press    the    cheeks    and 
tongue  away  from  the  teeth  so 

gums,  excessive  sali- 
va, receding  gums, 
broken  teeth,  crook- 
ed  teeth,    enlarged 

a  clear  view  may  be   obtained 
of  all  the  teeth 

neck  glands,  "gum 
boils,"  protruding  up- 
per teeth 

Skin 

Make     examination     any    time 
during  the   first  two  weeks   of 

Clean,    heal- 
thy,   smooth 

Unclean  skin,  pimples, 
boils,    rashes,    blotch- 

school 

Observe    closelv    the     skin     of 

skin 

es  or  sores  of  any  de- 
scription 

the  face,  neck  and  arms 

After  a  teacher  has  made  as  complete  an  examinaton  of  the  children  as  she 
possibly  can  she  should  send  notices,  similar  to  the  followinu'.  to  th(^  paT'cnts: 


NOTICE  TO  PARENTS. 

Date. 


Please  call  at   School,  Room   at  your  early  con- 
venience, that   we   may  discuss  the  physical  condition  of   

Teacher. 


ir  wilhiii  a  i'iMS(iii;il)lr  time  no  visit  is  iiiach'  to  the  schon]  hy  the  parents, 
the  teacher  should  then  makv'  it  licr  business  to  call  a1  the  homes  and  obtain 
fhe  iMformation  she  (b'sircs  about  the  jiujiils  and  shoubl  iiialvc  evei'v  effoii  pos- 
sible to  liavc  all  those  who  nrcd  nirdical  attention  taken  to  the  family  jihysi- 
ciaii  for  advice  and  help. 

In  discnssin<i-  all  eases  with  parents  or  puardians,  teachers  slionld  be  ]ia- 
tient,  considerate,  tactful  and  couAincinL!'.  The  matter  should  be  presented  in 
a  kindly  spirit  of  interest  in  the  child,  his  pro^rt'ss  in  his  studies,  his  jdiysical 
health  and  his  future  happiness.     Avoid,  always,  the  critical  attitude.      If  we 


FOR  SCHOOLS  AxND  PLAYGROUNDS  251 

wish  1()  make  a  success  of  tliis  splendid  wofk   iiolliiim'  should  cxcr  he  said  (u- 
(h)iu'  to  antagonize  eitlu'f  i)af('nts  oi-  (diildren. 

Avoid  making  positive  statements  concerning  the  physical  condition  of 
any  child.  A  teacher's  work  is  to  advise  parents  that  she  suspects  certain  piiy- 
sical  troubles  exist  and  should  bend  all  her  efforts  towai'd  securing  for  the 
child  a  medical  examination  by  the  family  physician.  At  all  tinu's  she  should 
work  with,  not  against,  the  medical  men  of  the  community.  The  wdse  teacher 
will  use  caution  in  this  regard  and  avoid  embarassing  situations  that  might 
otherwise  be  brought  about. 

DEFECTIVE  FEET. 

In  each  foot  we  find  no  less  than  twenty-six  small  bones  of  various  shape, 
all  held  together  by  ligaments  and  muscles.  These  bones  form  in  the  normal 
foot  two  well  marked  arches. 

Arches    j  1.  Anterior  Posterior  -   ,  '    „ 
of  the     )  (  ^-  ^''^'' 

Foot  2.  Lateral  or  Transverse 

The  Inner  Arch  forms  the  curve  of  the  instep,  while  the  Outer  Arch  forms 
a  much  smaller  curve  on  the  outside  of  each  foot.  The  Transverse  Arch  may 
be  seen  more  easily  when  the  sitting  position  is  assumed  and  the  w^eight  of  the 
body  thus  removed  from  the  foot.  It  is  located  immediately  back  of  the  toes, 
the  points  of  contact  being  the  distant  ends  of  the  first  and  fifth  metatarsal 
bones. 

These  arches  protect  the  blood  vessels,  lymphatics  and  tiny  nerve  endings 
and  relieve  the  joints  of  jars.  The  muscles  act  like  the  string  of  a  bow  and  by 
contracting,  which  means  the}'  are  working  and  performing  their  duty,  they 
are  able  to  resist  the  natural  tendency  of  the  weight  of  the  body  to  weaken 
and  destroy  the  arches  of  the  foot.  The  muscles  on  the  outside  and  inside  of 
the  foot  balance  each  other,  pull  up  on  the  foot  and  hel})  to  preserve  the  iiuicr 
and  outer  arches. 

Flat  Foot  is  not  a  congenital  deformity,  therefore  may  be  jirevented.  It 
is  a  condition  caused  by  mal-treatment  of  the  foot  and  is  encouraged  and  de- 
veloped by : 

1.  More  work  required  of  the  foot  than  there  is  strength  present  to 
perform. 

2.  JSickness  which  weakens  the  foot  muscles. 

3.  In  health,  adding  bodily  weight. 

4.  Improper  footwear. 

The  excessive  strain  of  standing  on  the  feet  For  a  long  period  causes  the 
muscles  to  give  way  first.  They  relax  W'hen  the  weight  id'  the  body  is  throw^n 
on  the  ligaments.  Next  the  ligaments  i-elax  and  the  arch  descends.  The  nuis- 
cles  and  ligaments  have  lost  their  strength  and  Ihe  lihiod  xcssels.  lyiiiphalics 
and  small  nerve  endings  are  pressed  down  by  the  great  weight  put  upon  them 
and  Flat  Foot  results.     In  connection   with   this  trouble  there   is  often   great 


252  PHYSICAL  EDUCATION  COMPLETE 

pain  and  swollon   and  discolored  conditions  wliich   cause   untold  suffering  to 
many  people,  old  and  \H)uny. 

Signs  of  Flat  Feet. 

1.  Place  the  bare  feet  togetlier.  If  the  inner  sides  are  found  to  come  close 
together  instead  of  forming  two  distinct  cnrves  which  meet  at  the  joints  of 
the  great  toes  and  heels,  we  may  look  for  defects. 

2.  Heels  wearing  off  on  the  inside. 

3.  The  leather  of  shoe  uppers  is  worn  off,  exposing  the  shoe  lining  and 
sometimes  the  stocking  directl}'  over  the  ankle  bone. 

4.  Shuffling,  flat  gait. 

5.  Drop  a  string  from  the  middle  of  the  knee  cap  down  the  center  of  the 
tibia,  or  "shin  bone"  over  the  top  of  the  foot  and  toes.  Tlie  string  should 
leave  the  foot  by  way  of  the  top  of  the  second  toe.  If  it  does  not  do  this  the 
foot  is  defective. 

6.  Place  the  foot  in  water,  then  stand  on  a  rug  which  will  show  the  shape 
of  the  foot.    If  the  foot  is  normal  there  will  be  a  hollow  place  in  the  footprint. 


NORMAL  (RIGHT)  FLAT  (RIGHT) 


Note:  Babies  have  a  quantity  of  padding  on  the  bottoms  of  the  feet  which 
does  not  disappear  until  the  child  begins  to  walk.    Exercise  then  absorbs  the  fat. 

7.  The  correct  foot  shows  a  slight  adduction  of  the  great  toe. 

The  pronated,  everted  foot,  the  one  showing  the  body  weight  carried  on 
the  inside,  is  the  Flat  Foot. 

Men,  as  a  rule,  have  very  little  trouble  Avith  their  feet,  for  the  reason 
their  shoes  are  built  on  orthopedic  lines,  which  conform  to  the  normal,  natural 
shape  of  the  foot  and  show  a  slight  "toeing  in."  It  is  gratifying  to  know 
that  correctly  made,  sensible,  comfortable  shoes  are  to-day  made  for  women  in 
spite  of  the  prevailing  injurious  styles  that  flood  the  market  and  which  are 
successfully  disposed  of  to  those  who  do  not  know  the  joy  of  wearing  a  cor- 
rectly shaped  shoe. 

^Muscles  are  for  the  jiurpose  of  producing  motion.  If  there  is  no  work 
for  them  Ihex-  wither  and  become  useless.  Shoes  that  cram  and  press  the  toes 
together,  reduce  very  greatly  the  ability  of  the  short  flexors  of  the  toes  to  per- 
form the  work  nature  has  assigned  them,  that  of  assisting  in  the  work  of  lift- 
ing the  weight  of  tlu'  body  as  we  take  each  step. 

Often  in  discussing  shoes  with  young  woiiicii  they  insist  that  their  feet  are 
perfectly  comfortable  in  what  would  cei-tainly  be  judged  imjiroper  footwear, 
while  the  fact  renuiins  that  their  feet  ai'e  deformed.  Such  feet  could  not  be 
comfortable  in  au  ortiiopedic  shoe  until  the  shape  of  the  foot  had  been  trained 
gradualh-    I'l-oiii    the    iiu-orrect    to   the    correct.      Xeithei"    cati    gii-ls    aud    women 


FOR  SCHOOLS  AND  PLAYGROUNDS  253 

change  all  at  once  from  wearing  very  higli  heels  to'  the  iiiediiiiii  low.  foi-  the 
reason  tliat  the  calf  muscles  must  Ix'  gradually  lengthened. 

Correct  Shoes. 

1.  Correctly  made  shoes  should  have  medium   low,  broad  heels. 

2.  The  soles  and  tippers  should  ])e  soft  and  flexible  enough  to  permit  of 
perfect  freedom  for  all  the  toe  movements  and  circulation  of  the  blood  should 
be  free  to  every  portion  of  the  foot. 

:l  The  soles  of  the  shoes  should  be  as  wide  at  all  points  as  the  soles  of  the 
feet. 

4.  The  shape  of  the  sole  of  the  shoe  should  be  such  that  a  line  drawn  from 
the  center  of  the  great  toes  should,  if  extended  toward  the  heel,  touch  that  por- 
tion of  the  shoe  on  the  inner  side. 

/TTTTTTN.  (See  the  following  figure.) 

\  5.  The  heel  of  the  shoe  should  grip  firmlythe  heelof  the  foot. 

\  People    suffering   from    Flat   Foot    should   have    the    feet 

\  cared  for  as  early  as  the  trouble  is  discovered,  and  if  neces- 

1  sary,  the  services  of  an  orthopedic  surgeon  should  be  secured. 

j  Children   and   adults,   jiartieularly   women,    should   sit   as 

/  much  as  possible.     It  is  a  mistaken  idea  which  many  teachers 

I              /  have  that  they  must  stand  constantly  before  their  classes. 

I            /  Never  be  guilty  of  making  children  stand  in  the  corner  of 

/           /  the  schoolroom,  or  anywhere  for  that  matter,  as  a  punishment. 

I  Find  some  other  method  of  correction. 

/              I  Parents   should   first,   last   and   always   insist   upon   their 

I               I  children  wearing  shoes  that  are  correctly  built. 

V /   DEFECTS  OF  THE  NOSE,  THROAT  AND  EARS. 

Lymphoid  Tissue.  Lymphoid  tissue  is  composed  of  tiny,  thread-like 
fibres  and  countless  small,  round  cells.  These  fibres  extend  in  all  directions  and 
form  a  web  which  entangles  and  securely  holds  within,  the  millions  of  little 
cells.  Through  the  walls  of  the  capillaries  the  lymph  filters  into  the  fibrous 
tissue,  where  it  bathes  and  nourishes  the  living  cells.  While  performing  this 
function  the  lymph  also  takes  up  the  waste  products  and  germs  that  happen 
to  be  in  the  tissue,  but  before  the  lymph  returns  to  the  veins  and  passes  on  into 
the  heart,  from  which  organ  it  is  sent  all  over  the  body,  it  is  very  important 
that  the  germs  be  destroyed. 

Here  a  wise  provision  has  been  made  by  nature  and  tlic  web-like,  fibrous 
threads  act  as  a  filter  Avhich  sifts  and  holds  the  germs,  wIku'c  they  are  de- 
stroyed by  the  white  blood  corpuscles,   oi-  ItMicocytes. 

Lymphatic  Glands  Overpowered.  We  find  these  lymphatic  glands  located 
in  various  jiortions  of  the  body,  where  there  is  the  most  danger  from  infection 
by  germs,  lu)wever,  should  the  invadiuL;.  dangerous  army  prove  too  ureal  atul 
overpowering  for  the  white  blood  corpuscles  to  ainiihilate.  the  natural  residt 
follows.  The  tissue  becomes  enlarged,  diseased  and  in  many  cases  loses  its 
usefulness. 


254 


PHYSICAL  EDUCATION  COMPLETE 


Tonsils.  Ill  tlie  nose  and  throat  we  find  masses  nf  lymphoid  tissue,  wliieh 
are  commonly  spoken  of  as  tonsils.  In  the  throat  tliin-c  are  two.  one  at  each 
side  of  the  base  of  the  tongue,  and  in  the  ui)per  ])art  of  the  throat,  directly 
back  of  the  soft  palate,  on  the  far  side  of  the  throat,  we  find  the  third  tonsil, 
called  Luschka's  Tonsil. 

Adenoids.  As  lonu-  as  this  third  tonsil  remains  in  a  healthful  condition 
it  causes  no  trouble  or  disturbance  in  the  nasal  passages,  but  when  it  becomes 
overpowered   by   invasions  of  germs,   becomes  swollen,   diseased  and  covered 


A  =  Gc/e/7o/(/s 


A  VERTICAL  SECTION   OF   NOSE,   MOUTH   AND  THROAT 
Showing  the  Location  of  Adenoids 

Note. — With   the   adenoids   removed,   the  opening  to   the   Eustachian  Tube 
would  show  about   opposite   the   letter   "A." 

with  pus,  we  have  a  condition  which  is  known  as  Adenoids.  If  the  trouble  is 
soon  removed,  and  the  operation  is  a  very  simple  one,  we  are  told,  the  healing 
takes  place  quickly  and  there  is  no  further  annoyance,  however,  if  the  inflam- 
matory condition  remains,  a  permanent  growth  results.  This  growth  in  chil- 
dren feels  soft  and  flabby  to  the  finger  inserted  in  the  throat,  and  may  be 
likened  to  a  cluster  of  grape-like,  movable  particles  of  tissue,  which  is  very 
vascular  and  bleeds  easily  when  touched  by  any  foreign  object.  In  more  ma- 
ture people  it  grows  harder  and  requires  more  of  an  effort  to  remove  it. 

Functions  of  the  Nose.  1.  Sense  of  smell.  2.  To  equalize  the  tempera- 
ture of  the  air  befoiH-  it  passes  through  the  throat  and  into  the  lungs. 

3.  To  screen  the  dust  and  germs  from  the  air  as  it  is  drawn  into  the  nos- 
trils. This  is  accomplished  by  means  of  the  tiny  hairs  in  the  nasal  passages 
and  the  moisture  given  out  by  the  glands  which  cover  the  inside  of  the  nose. 

Sense  of  Smell  Weakened.  The  mucus  and  pus.  which  is  given  out  h\-  the 
diseased  lymphoid  tissue,  finds  its  way  into  the  child's  stomach,  unless  he  is 
taught  the  proper  thing — to  clear  his  throat  of  the  vileness — and  a  large  por- 
tion of  it  finds  its  way  into  the  nasal  jiassages,  where  it  presents  a  most  dis- 
agreeable sight  and  tends  greatly  to  destroy  the  sense  of  smell,  which  is  lo- 
cated in  the  mucous  membrane  of  the  nose. 


FOR  SCHOOLS  AND  PLAYGROUNDS  255 

Nasal  Obstructions.  The  nasal  passages  may  be  closed  hy  llie  existence 
of  one  or  more  of  the  following  conditions: 

1.  Cold  in  the  head. 

2.  Chronic  catarrh. 

3.  An  improperly  shaped  septum   (usually  the  result  of  adenoids). 

4.  Spurs  or  growths  on  the  septum. 

5.  Diseased  and  enlarged  turbinates. 

6.  Adenoids. 

Adenoids  may  not  be  present  at  all,  howevei-,  if  there  is  trouble  from  any 
of  these  other  sources,  the  child  frequently  becomes  a  "nioutli  breather,"  be- 
cause the  natural  and  correct  way  is  partially  or  totally  closed,  therefore  the 
functions  of  the  nose  are  performed  by  the  mouth  and  trouble  ensues.  Cold 
air  is  taken  into  the  lungs,  the  air  is  not  screened  of  dust  and  germs,  the  vital- 
ity of  the  parts  used  is  weakened  and  the  danger  to  the  child's  health  is  con- 
stantly increased  by  frequent  attacks  of  tonsilitis  and  bronchitis.  It  is 
therefore  very  important  that  a  child  suspected  of  having  adenoids  should 
receive  a  thorough  nose  and  throat  examination  and  if  found  to  exist  the 
trouble  should  be  removed  at  once. 

Results  of  Adenoids. 

1.  Snoring  and  disturbed  sleep. 

2.  High,  arched  palate,  narrow  .jaw,  crooked  and  prominent  upper  teeth, 
pale,  long  face,  pinched  look  to  the  nose  and  dull,  lifeless  expression. 

3.  Underdeveloped  body,  narrow  and  contracted  chest. 

4.  Dead,  hollow  voice.     M  pronounced  as  "eb"  and  n  as  "ed. " 

5.  Deafness,  earache  and  slow  mentality. 

Snoring-  and  Disturbed  Sleep.  During  the  day  there  is  perhaps  not  so 
much  difficulty  in  procuring  a  portion  of  the  necessary  air  through  the  nose, 
but  gradually  the  lymphoid  tissue  grows  larger  and  in  expanding  closes  the 
nasal  passages  completely,  which  causes  the  child  now  to  secure  all  the  air, 
day  and  night,  through  the  mouth.  At  night  he  snores  and  his  sleep  is  dis- 
turbed, while  in  some  cases  much  suffering  is  caused  by  bad  dreams  which 
awaken  the  child  with  "night  terrors."  Think  of  the  little  tired  body  making 
a  brave  attempt  the  next  day  to  do  what  his  teacher  requires  when  he  ought 
to  be  catching  up  on  the  sleep  and  rest  he  has  been  compelled  to  lose. 

High,  Arched  Palate,  Narrow  Jaw  and  Prominent  Teeth.  A  double  duty 
is  now  given  the  mouth  to  perform.  The  constant  drawing  in  of  the  air 
through  the  mouth,  combined  with  the  heavy  suction  that  takes  place  in  mas- 
tication and  preparation  of  food  for  the  stomach,  causes  a  bulging  upwai-d  of 
the  hard  palate,  which  in  turn  pushes  the  septum,  or  nasal  partition,  out  of 
alignment.  The  hard  palate,  quite  soft  and  pliable  in  little  i)eople,  becomes 
still  more  arched,  the  jaw  narrows  and  the  upper  teeth  become  crooked  and 
prominent.  The  mouth  cavity  grows  long  vertically  instead  of  horizontally, 
as  nature  intended  it  should,  with  the  result  that  we  get  the  characteristic  ade- 
noid face,  long  and  pale,  undeveloped,  .small  nostrils  with  pinelied  look  at  the 
sides  of  the  nose,  short,  upper  lip  and  drooping  inner  angle  of  the  eyes. 


256  PHYSICAL  EDUCATION  COMPLETE 

Underdeveloped  Body,  etc.  The  sense  of  smell  depends  upon  a  healthy 
condition  of  the  iuikhjus  meiuln'ane  of  the  nose  and  when  that  is  interfered 
with  our  sense  of  smell  is  lessened  and  perhaps  lost  for  the  time  being.  We 
have  all  experienced  this  temporary  loss  and  with  it  has  disappeared  the 
sense  of  taste,  which  is  so  closely  related  to  the  sense  of  smell.  We  are 
told  that  "the  sense  of  taste  is  two-thirds  dependent  upon  the  sense  of  smell." 
Now  appetite  depends  upon  smell  and  taste  for  its  stimulation  and  with  tlu^se 
two  senses  impaired,  perhaps  lost,  digestion  is  interfered  with,  the  desire  for 
food  is  often  gone  and  what  little  is  taken  does  practically  no  good  wdiatever. 
The  result  is  an  underdeveloped  physique,  and  muscles  which  lack  sufficient 
life  and  strength  to  support  the  body  properly,  thus  allowing  it  to  become  an 
easy  prey  to  curvatures  and  deformities.  The  child  stands  around  on  the  play- 
ground, listlessly  watching  the  others  engaged  in  their  fun  and  games,  with 
no  strength,  hence  no  desire,  to  join  in  the  activities  that  every  child  should 
enjoy. 

Dead,  Hollow  Voice.  The  voice  loses  its  quality  and  ring — its  resonance. 
It  sounds  thick  and  dead.  There  is  no  life  or  snap  to  it  and  it  expresses  very 
well  the  condition  of  the  whole  child. 

Deafness.  One  of  the  greatest  dangers  to  a  child,  which  is  a  direct  result  of 
adenoids,  is  deafness.  We  all  know  that  the  ears  are  very  closely  connected  with 
the  back  part  of  the  nasal  cavity  by  what  is  known  as  the  Eustachian  Tube.  (See 
figure  at  the  beginning  of  this  article.  Imagine  the  adenoids  removed,  when 
the  opening  of  the  tul)e  could  be  seen  on  the  far  side,  in  the  nasal  wall.)  The 
duty  this  tube  has  to  perform  is  to  supply  the  middle  ear  with  air  from  the 
throat.  In  the  middle  ear  we  find  a  chain  of  three  small  bones  connected,  and 
firmly  secured  to  the  outer  and  inner  wall,  thus  forming  a  span  or  bridge 
across  the  cavity.  From  the  inner  wall  nerves  connect  the  ear  with  the  brain. 
Sound  waves  play  upon  the  ear  drum,  the  vibrations  of  which  are  sent  across 
by  the  bridge  of  bones  and  air  in  the  middle  ear  to  the  inner  wall.  From  this 
point  the  sensitive  nerve  fibre  terminations  carry  the  sound  waves  to  the 
brain.  The  ability  of  the  Eustachian  Tube  to  properly  perform  its  function 
depends  upon  whether  or  not  the  opening  into  the  back'  part  of  the  nasal  cav- 
ity is  free  from  olistrnctions. 

AVe  find  that  Adenoids  do  not  follow  a  symmetrical  line  of  growth.  Some- 
times they  lop  more  toward  one  side  than  the  other,  thus  leaving  the  hearing 
perfeetl.v  normal  in  the  unobstructed  ear,  while  again  both  openings  may  be 
interfered  with  by  the  grow^th.  When  these  conditions  exist  and  air  is  ex- 
cluded from  the  middle  ear,  the  Eustachian  Tube  withers,  to  a  certain  extent, 
by  lack  of  use.  and  the  chain  of  bones  is  left  to  perform  its  half  of  the  dnty  of 
transniilt  ing  Ihc  sound  waves,  while  tln'  air  necessary  to  do  the  rest  is  miss- 
ing, thus  i)i-o(liiciiig  partial  deafness. 

Earache  and  Ear  Discharges.  Lymphoid  tissue  that  is  diseased  forms  a 
perfect  stoi-agc  |)hiiit  for  germs  of  all  kinds  which  happen  to  ho  taken  into  the 
air  passages.  'IMu'  two  throat  tonsils  are  often  found  to  t)e  diseased,  enlarged 
and    fille(l    with    ci'yiits   wherein    g(M*nis   find    splendid    breeding   ]ilaces.      It    is. 


FOR  SCHOOLS  AND  PLAYGROUNDS  257 

therefore,  necessary  that  tonsils  which  are  not  perfecth'  healthy  should  he 
given  thorough  treatment  until  they  have  once  moi-c  reached  their  normal 
state.  Manj^  physicians  advise  their  complete  removal,  at  once,  while  others 
prefer  to  wait  until  an  honest  effort  has  been  made  lo  save  them.  The  tonsils 
in  the  lower  and  adenoids  in  the  upper  throat  affect  the  hearing  also.  The 
germs  that  lodge  and  breed  in  these  storage  houses  often  find  their  way  tip 
into  the  Eustachian  Tube  and  continue  into  the  middle  ear,  where  they  set  up 
an  inflammatory  condition  which  causes  great  pain  and  suffering.  Finally  the 
abscess  breaks  and  the  pus  is  scattered.  Tt  may  become  absorbed  or  it  may 
pass  on  into  the  mastoid  process,  which  jiroduces  a  very  serious  condition. 
From  tlie  mastoid  process  there  is  the  chance  of  an  abscess  making  its  entry 
into  tlie  skull  cavity,  which  jiroduces  death,  or  the  pus  may  rupture  the  di'um- 
head  and  drain  away  through  the  outer  ear.  Xo  nuitter  which  way  it  chooses 
f(n'  escape,  ear  discharges  are  extremely  dangerous  and  should  not  be  neg- 
lected. Teachers  have  such  an  opportunity  to  note  the  evil  results  produced 
by  the  continual  presence  of  ear  abscesses.  A  long  history  of  earaches,  run- 
ning ears — then  ]!artial,  or  almost,  and  sometimes  total  deafness  sets  in. 

Slow  Mentality.  Not  all  teachers  take  the  trouble  to  ascertain  the  physi- 
cal condition  of  the  children  who  sit,  day  after  day,  before  them,  however,  it 
is  good  to  note  that  these  teachers  are  fast  becoming  the  exception.  All  chil- 
dren Avho  progress  slowly  in  their  school  work  should  be  given  a  most  thor- 
ough and  painstaking  examination  by  the  teacher.  Many  a  child,  partially 
deaf,  is  nagged,  scolded,  called  dull  and  stupid  and  whose  little  life  is  made 
perfectly  miserable  when  in  realit\-  the  chances  are  that  that  child  possesses 
a  keen,  bright  mind  if  the  teacher  would  take  the  trouble  to  find  it  out.  Be- 
cause of  his  failure  to  hear  all  that  is  said,  all  that  goes  on  in  the  class  room, 
and  because  of  the  teacher's  indifference  i»r  ignorance  he  naturally  falls  be- 
hind in  the  work,  becomes  a  class  room  drag  and  finally  one  of  the  pitiful  left- 
overs who  leaves  the  scenes  of  his  misery  as  soon  as  he  possibly  can  (satisfied 
with  his  scanty  bit  of  education),  because  he  can  now  place  himself  beyond  the 
reach  of  a  nagging,  scolding  teacher. 

We  find  children  as  well  as  "grown-ups"  who  are  sensitive  regarding 
their  deafness  and  rather  than  have  attention  called  to  it  will  create  a  shell 
about  themselves  and  suffer  in  silence,  lose  faith  in  humanity  and  all  hope 
and  happiness.  Fortunately  all  do  not  develop  such  an  unhappy  life,  but  we 
cannot  afford  to  have  any  child  made  miserable  and  it  is  so  easy  to  help  these 
little  people  into  the  sunshine  if  we  will  only  think  so. 

A  teacher  should  ever  be  on  the  watch  and  thoroughly  alive  to  the  exist- 
ence of  all  defects  in  children  and  having  discovered  trouble,  make  every  pos- 
sible effort  to  have  it  overcome.  One  of  the  simple  causes  of  deafness  in  chil- 
dren, and  older  people  too,  for  that  mater,  is  hardening  of  wax  in  the  ear.  It 
has  been  known  to  form  a  good  sized  wad  or  plug  close  against  the  ear  drum, 
which  causes  partial  and  sometimes  complete  deafness.  Once  discovered,  its 
removal  by  a  physician  is  a  simple  matter,  and  think  of  the  joy  to  the  suf- 
ferer!   Teachers  should  learn  to  recognize  physical  defects  early  and  if  neces- 


258  PHYSICAL  EDUCATION  COMPLETE 

sary  teach  the  parents  the  dangers  of  them  if  not  cai'cd  for  wliilc  children  are 
young. 

Is  it  any  wonder  that  children  who  have  adenoids  have  a  stupid  expres- 
sion! If  we  fill  our  own  ears  with  cotton  and  then  try  to  take  part  in  the  con- 
versation that  is  going  on  about  us  we  feel  very  helpless  and  realize  how  truly 
stupid  we,  too,  look  in  our  endeavors  to  understand.  Keep  this  little  experi- 
ment in  mind  and  have  patience  with  your  "stupid"  pupils. 

Unfortunately  there  are  parents  and,  even  to-day.  a  few  physeians  who 
say  that  children  will  outgrow  adenoids  and  luiving  done  so  will  be  perfectly 
healthy  again.  We  are  told  by  reputable  physicians  that  at  the  age  of  puberty 
adenoids  do  have  a  tendency  to  become  absorbed,  but  with  them  their  train  of 
evil  effects  do  not  disappear  and  many  a  ease  of  deafness  in  older  people  has 
been  traced  to  adenoids  in  childhood. 

(Acknowledgment  is  made  to  North  Carolina  Boanl   of   Health   Bulletin,   1910.) 

DEFECTIVE  EYES. 

When  one  notes  the  great  number  of  people  who  are  to-day  wearing 
glasses  it  is  easy  to  believe  that  defective  eyesight  is  very  common  and  we  feel 
that  a  great  percentage  of  people  have  come  to  realize  that  much  discomfort, 
pain  and  possibly  loss  of  sight  can  be  saved  by  giving  the  eyes  proper  atten- 
tion and  care.  In  spite  of  the  fact  that  this  great  gain  is  now  on  the  correct 
side  of  the  line  the  fact  remains  that  there  is  still  a  great  percentage  of  human 
beings  whose  eyes  need  attention. 

Many  bodily  ailments  are  being  constantly  traced  to  defective  eyesight. 
The  muscular  effort  necessary  to  secure  the  correct  focus  and  the  blurred 
image  on  the  retina  causes  extreme  nervousness  and  seriouslx-  affects  the 
nerves  in  many  parts  of  the  body. 

Children  should  have  their  eyes  tested  during  the  first  two  weeks  of  school 
and  should  be  seated  according  to  the  results  of  the  examinations.  As  early  as 
possible  the  matter  should  be  taken  up  with  tlu^  parents  or  guardians  and  the 
eyes  given  a  thorough  examination  Ijy  a  competent,  honest  oculist. 

It  is  not  necessary  that  a  teacher  understand,  thoroughly,  the  subject  of 
eye-testing  in  order  to  help  the  little  peojjle  in  hci"  care.  At  a  small  cost  Snel- 
len's Eye  Charts  and  Green's  Astigmatic  Lines  may  be  purchased  from  most 
any  optician,  when  the  test  suggested  in  the  early  ])art  of  this  chapter  is  suf- 
ficient for  a  teacher  to  make.  It  will  tell  hei-  all  she  needs  to  know.  It  is  her 
duty  then  to  take  the  matter  up  at  once  wilh  the  ])anMits  and  ui'gc  them  to 
have  a  thoi'ough  examination  made. 

A  teacher  has  a  perfect  right  to  hv  suspicious  of  every  case  of  red,  sore 
eyes,  for  many  such  cases  are  contagious  and  should  receive  the  attention  of 
a  physician.  Until  teachers  have  the  assurance  that  cases  of  sore  eyes  are 
liai'inless  they  should  re(piest  (diildren  to  I'eiiiain  a1  h(tine.  in  su(di  matters 
a  ])liysieiairs  cert  il'leate  should  be  I'ecjuii'cd  and  the  opinion  of  neighbors  or 
|;ai'enls  should   n(»t    he  solicited  hv  any  leaeher. 

Children  sulTeriiig  from  defective  visi(»n  are  V(M'y  apt  to  have  one  or  more 
of  the  following  symptoms: 


FOR  SCHOOLS  AND  PLAYGROUNDS  259 

1.  Frequent   lic'idiiclies. 

2.  The  work  is  held  eitlici-  very  close  or  very  far  from  llic  eyes.     (About 
fourteen  inches  is  correct.) 

3.  Attempts  to  shade  eyes  with  hand. 

4.  Hairless  eyelids.     (No  protection  fr(uii  Ihc  li<iht  is  nffoi'di'd.) 

5.  Confused  feelinjis  in  the  head. 

H.  Often  lilinkinti'  the  eyes  in  i'a])id  succession. 

7.  Squinting. 

8.  Crossed-eye. 

9.  F'requent  styes  on  the  eyes. 

1(1.   Inflamed,  sore  eyes,  caused  l)y  excessive  eye-strain. 

11.  Inability  to  read  the  work  on  a  black])oard. 

Cross  Eyes  should  receive  early  attention.  Sight  will  diminish  at  an  early 
age  unless  the  eyes  are  properly  cared  for  liy  an  oculist.  Glasses  often  help 
such  cases  very  materially  and  we  ai-c  told  they  should  be  given  a  fair  ti'ial 
before  an  operation  is  performed. 

Near  Sight.  The  eye  ball  is  too  long  from  front  to  l)ack  and  the  object  is 
thrown  in  front  of  the  retina,  the  retinal  image  is  blurred  and  such  an  eye  can- 
not see  distant  objects  plainly. 

Far  Sight.  The  eye  ball  is  too  short  from  front  to  back,  the  object  is 
thrown  behind  the  retina,  and  such  an  eye  cannot  see  close  objects  plainly. 

Astigmatism.  The  curvature  of  the  cornea,  and  sometimes  the  lens,  is 
irregular  in  shape. 

A  person  suffering  from  near  sight  has  to  content  himself  with  a  very  liiii 
ited  range  of  vision,  while  those  who  possess  the  defects  of  Far  Sight   and 
Astigmatism  suffer  from  eye   strain,   headaches,   nervousness,   sometimes   dis- 
orders  of  digestion,   blurred  vision,   backwardness  in   studies   and   many    ail- 
ments of  which  we,  as  teachers,  know  nothing. 

DEFECTIVE  TEETH. 

Any  teacher  who  will  take  the  trouble  to  make  even  a  superficial  exami- 
nation of  the  teeth  of  the  children  who  daily  sit  in  her  school  room  will  fiiul 
it  easy  to  believe  that  "from  fifty  to  ninety  per  cent  of  the  school  children  of 
to-day  possess  defective  teeth." 

Digestion,  we  know,  begins  in  the  mouth  and  upon  the  thorough  mastica- 
tion of  the  food  by  the  teeth,  depends  the  comfort  and  ease  with  which  I  he 
stomach,  aided  by  its  juices,  performs  its  function.  If  the  proper  grinding  of 
the  food  is  not  done  in  the  nu)u1h  it  must  be  done  by  the  stomach  and  nature 
never  intended  that  the  teeth  should  shirk  their  duty. 

When  mouths  are  not  thoroughly  cleansed  after  eating,  bits  of  food  lodge 
between  the  teeth  and  cling  to  their  surfaces.  In  a  short  time  a  decaying  pro- 
cess sets  in  which  develops  troubles  of  various  kinds.  The  decayed  matei-ial 
is  mixed  with  the  clean  food  as  it  is  taken  into  the  nu)uth  and  together  this 
mixture  is  sent  to  the  stomach,  where  it  sets  up  a  systemic  jioisoning  which 
produces  dyspepsia,  more  commoidy  spi>k('U  of  as  indigestion.  WIkmi  this  hap- 
pens the  food  that  is  eaten  produces  little  or  no  value  to  the  body. 


260  PHYSICAL  EDUCATION  COAIPLETE 

Germs  of  all  kinds  are  housed  in  and  around  tlie  teeth  that  are  not 
cleansed  very  fre(iuently.  Cavities  of  the  teeth  are  often  filled  Avith  decayed 
food  and  dangerous  bacteria  which  are  ever  ready  to  sap  the  child's  strength. 
Teeth  that  are  decayed  are  the  means  of  causing-  children  to  "bolt"  their 
food — to  swallow  it  without  any  attempt  at  mastication.  Should  they  try  to 
grind  the  food,  portions  are  pressed  into  the  cavities,  the  exposed  nerves  set 
HI)  an  ache  and  children  soon  learn  to  favor  their  defective  teeth  and  we  find 
mastication  is  interfered  with  once  more.    A  poorly  nourished  body  is  the  result. 

Poorly  kept  teeth  not  only  present  an  unsightly,  repulsive  appearance 
but  are  responsible,  many  times,  for  foul  and  exceedingly  disagreeable 
breaths.  Catarrh  produces  much  the  same  effect  l)ut  in  most  every  case  we 
can  trace  the  cause  to  a  filthy  mouth.  Such  mouths  should  not  be  tolerated 
in  a  school  room  any  more  than  soiled  hands  or  clothing. 

Parents  should  make  every  effort  to  have  the  temporary,  or  first  set,  cared 
for  as  carefully  as  the  second.  The  strength,  health  and  life  of  the  second  set 
often  depend  upon  the  care  given  the  first.  Not  all  parents  understand  the 
amount  of  harm  that  can  be  done  by  neglecting  the  teeth  of  their  children,  and 
here,  again,  the  teacher  finds  it  necessary  to  instruct  them  as  well  as  the  little 
jieople. 

A  dentist  should  be  consulted  when  a  child  is  found  who  has: 

1.  Decayed  teeth.  6.  Broken  teeth. 

2.  Unclean  teeth.  7.  Crooked  teeth. 

3.  Offensive  breath.  8.  Enlarged  neck  glands. 

4.  Sore  gums.  9.  Protruding  upper  teeth. 

5.  "Gum  boils." 

Children  should  be  taught  to  cleanse  the  teeth  after  each  meal,  BEFORE 
going  to  bed  and  as  SOON  AS  THEY  GET  UP  IN  THE  MORNING. 
Dr.  Charles  G.  Stockton  in  Pyle  's  Personal  Hygiene  says : 
"Twice  each  week  all  the  exposed  surfaces  of  the  teeth  should  be  care- 
fully gone  over,  and,  with  the  assistance  of  the  tooth-powder,  carefully  rubbed 
with  a  narrow,  chisel-like  piece  of  wood  that  is  hard  and  fine-grained  in  tex- 
ture, such  as  orange  wood,  so  as  to  smooth  away  all  roughness  and  inequali- 
ties. This  puts  a  smooth  polish  on  the  teeth  and  renders  their  subse(pient 
cleansing  by  means  of  the  tooth  brush,  a  comparatively  simple  matter.  If  this 
rule  were  applied  in  the  care  of  children's  teeth,  the  work  of  the  dentists 
would  be  greatly  restricted." 

CONTAGIOUS  DISEASES. 

All  teachers  should  nuike  themselves  familiar  with  the  early  signs  and 
symptoms  of  the  contagious  diseases.  Time  was  when  the  idea  prevailed,  gen- 
erally, that  it  was  the  proper  thing  to  willfully  expose  children  to  the  long  list 
of  "Children's  Diseases"  and  many  a  little  life  was,  consequently,  pitifully 
sacrificed.  Forliinately  to-day  that  foolish  idea  is  almost  a  thing  of  tlie  past 
and  the  great  majority  of  parents  and  teachers  are  making  evei'\'  possible 
effoi't  to  spai'c  ttie  children  the  sntTci'lnu-  that  was,  not  )nany  years  ago.  forced 
upon  1  hem  in  a   nnmhcr  of  cases. 


FOR  SCHOOLS  AND  PLAYGROUNDS  261 

Whenever  a  suspieious  ease  is  found  to  exist  in  a  seliool,  the  ehild  slioiild 
be  sent  to  his  home  at  once,  and  should  not  be  permitted  to  take  his  place  in 
the  school  room  again  until  satisfactory  evidence  is  pi-odueed  to  show  that  the 
health  of  the  other  children  will  not  be  endangered. 

That  teachers  may  learn  to  detect  the  early  signs  and  symtoms  of  Conta- 
gious Diseases  the  main  features  of  the  several  diseases  are  here  presented. 

CHICKEN  POX. 

This  disease  is  highly  contagious  and  one  attack  usually  protects  from 
all  subsequent  ones. 

Incubation  Period.     From  thirteen  to  seventeen  days. 

Early  Signs  and  Symptoms.  As  a  rule  the  first  symptdiu  to  appear  is  the 
rash,  though  a  slight  fever  and  indisposition  may  have  existed  without  tlu'  |ia- 
tient  realizing  it.  The  rash  conies  out  on  the  second  day,  and  makes  its  ap- 
pearance in  successive  lots  or  crops.  As  one  lot  heals  another  appears.  Rash 
is  first  seen  on  the  head  and  spreads  over  the  entire  body.  It  comes  as  small 
eruptions  first,  which  then  fill  with  a  watery  fluid  and  some  of  them  finally 
become  pustules.  ^A''herever  a  pustule  was  present  a  pit  forms  because  of  the 
scab  that  leaves  the  indentation.  Otherwise  after  the  rash  has  disappeared 
the  skin  is  left  in  good  condition. 

Method  of  Infection.  Poison  is  given  off  from  the  surface  of  the  body, 
most  likely  from  the  watery  eruptions  and  pustules. 

Quarantine.  The  period  of  quarantine  should  be  observed  for  at  least  two 
weeks  and  children  should  not  be  allowed  to  return  to  school  until  all  tlu^ 
scabs  have  thoroughly  healed.  Teachers  should  examine  the  head  thorcuiulily 
for  scabs  that  are  not  healed. 

Remarks.     Not  dangerous  to  any  except  very  delicate  children. 

DIPHTHERIA. 

This  is  a  most  acute  contagious  disease  and  one  attack-  docs  not  protect 
a  person  from  experiencing  subsequent  ones. 

Incubation  Period.     From  two  to  ten  days. 

Early  Signs  and  Symptoms.  Usually  begins  with  a  chill  or  "chilly  sen- 
sations up  and  down  the  spine."  There  is  fever,  headache,  vomiting,  diar- 
rhoea, sore  throat,  swelling  of  the  glands  in  the  neck  at  the  angle  of  the  jaw 
and  if  the  throat  is  examined,  white,  gray,  yellow  or  black  patches  may  be 
seen,  either  continuous  or  with  clean  spaces  of  membrane  between  them.  There 
is  such  a  variety  to  the  color  of  these  spots  of  false  membrane  that  anything  in 
the  way  of  a  spot  in  the  throat  justifies  a  person  in  feeling  anxious  and  sus- 
picious. This  false  membrane  may  make  its  first  appearance  in  the  nasal 
cavity  or  upper  part  of  the  throat,  where  it  cannot  be  seen,  the  majority  of 
the  symptoms  above  named  may  be  absent,  while  the  germ  continues  to  pro- 
duce more  false  membrane  and  so  gains  a  strong  footlu)ld  before  the  danger  is 
realized.  Again  it  may  first  attack  the  larynx,  when  croup  symptoms  are  pres- 
ent.    Sonu'  cases  prov(^  fatal  when  the  disease  had  a  very  mild  commencement. 

Method  of  Infection.     The  bacillus  lives  in  the  false  membrane  and  is 


262  PHYSICAL  EDUCATION  COMPLETE 

given  off  by  the  discharges  from  the  nose  and  tliroat.  We  are  told  that  diph- 
theretic  germs  live  for  some  time  in  the  throat  of  a  patient  after  all  signs  and 
symptoms  of  the  disease  have  disappeared.  The  infection  may  be  carried  in 
clothing,  books,  toys  or  by  household  pets  that  are  allowed  in  the  sick  room. 

Quarantine.  A  strict  quarantine,  covering  a  period  of  from  four  to  six 
weeks  should  be  observed  or  until  no  germs  are  found  in  the  cultures  taken 
from  the  patient's  throat. 

Remarks.  Fatal  often  during  the  disease  and  from  after  effects.  A  very 
dangerous  and  justly  dreaded  disease. 

ERYSIPELAS. 

This  is  an  acute  contagious  disease  and  one  attack  does  not  protect  a 
jjerson  from  subsequent  attacks. 

Incubation  Period.     From  three  to  seven  days. 

Early  Signs  and  Symptoms.  Onset  of  the  disease  apt  to  be  rather  sudden. 
There  is  a  chill  followed  by  fever,  headache,  no  appetite  and  prostration.  It  is 
frequently  ushered  in  by  a  general  convulsion.  Thick  rash  appears,  the  skin 
thickens  and  forms  a  ridge  or  welt.  It  spreads  each  day  and  as  it  does  so  the 
fever  and  chill  are  repeated  slightly.  The  rash  may  cover  the  entire  body. 
Creases  in  the  skin,  hair  lines  or  ridges  formed  by  bones  frequently  are  the 
means  of  checking  the  disease. 

Method  of  Infection.  Is  communicated  by  a  germ  which  gets  into  the 
l)ody  through  a  cut  or  wound.  Oftentimes  the  wound  is  so  small  as  to  be  over- 
looked as  a  port  of  entry. 

Quarantine.  A  quarantine  period  should  be  of  sufficient  duration  to  per- 
mit of  a  complete,  clean  recovery. 

Remarks.  The  disease  is  more  apt  to  be  fatal  in  young  children,  while 
death  frequently  claims  those  of  more  mature  years. 

GERMAN  MEASLES. 

This  is  a  contagious  disease  of  a  more  mild  type.  Adults  are  quite  sus- 
ceptible to  it  as  well  as  children  and  while  one  attack  makes  for  immunity,  it 
does  not  protect  a  person  from  an  attack  of  Measles  or  Scarlet  Fever. 

Incubation  Period.  From  seven  to  twenty-one  days,  though  most  likely 
to  be  fourteen  days. 

Early  Signs  and  Symptoms.  Slightly  feverish,  "feel  mean,"  slight  head- 
ache and  sore  throat.  These  symptoms  are  usually  of  so  light  a  nature  that  the 
first  thing  noted  is  the  rash,  which  has  somewhat  the  appearance  of  Measles 
or  possibly  Scarlet  Fever.  Most  always  there  is  a  moderate  swelling  of  tlu^ 
glands  in  the  back  of  the  neck.  The  rash  lasts  from  two  to  three  days,  when  it 
rapidly  fades  away. 

Method  of  Infection.     Coughing,  nasal  and  moiilli  discharges. 

Quarantine,  'i'lic  (piarantine  period  shonld  he  fnlly  thi-ee  weeks,  with  a 
recommended  period  of  exclusion  from  school  of  iVom  tlirec  to  four  weeks. 

Remarks.      Xol  dangci-ons  and  after  effects  slight. 


FOR  SCHOOLS  AND  PLA^■GROUNDS  263 

LA  GRIPPE. 

A  highly  CMHitagions  disease.  One  attack  d^es  Tiot  prevent  a  person  from 
having  others. 

Incubation  Period.     Snpposed  to  be  from  a  few  lioui's  to  three  or  four  days. 

Early  Signs  and  Symptoms.  Often  begins  witli  intense  pains  in  the  back 
and  limbs,  accompanied  by  fever,  which  frequently  ranges  from  100°  to  104°. 
There  is  severe  headache  and  great  prostration.  The  eyes  are  watery  and  tlie 
nose  runs.    A  cough  also  develops. 

Method  of  Infection.     Discharges  from  nose  and  throat. 

Quarantine.  A  (|uarantine  period  of  at  least  two  weeks  should  l)e  ob- 
servetl  and  children  should  remain  away  from  school  for  about  three  weeks. 

Remarks.  Few  i)eoi)le  realize  the  severity  of  the  disease  and  conse- 
quently deny  themselves  the  proper  medical  attention  and  care.  The  after 
effects  are  often  serious,  while  in  some  instances  the  patient  never  regains 
normal  health  and  strength.  Tulierculosis,  previously  dormant,  often  devel- 
ops. Complications  to  be  feared  are  pneumonia,  middle  ear  trouble  resulting 
in  deafness,  and  inflammation  of  the  lymph-glands  of  the  neck. 

MEASLES. 

This  is  an  acute  contagious  disease.  One  attack  usually  protects  a  person 
from  a  second  one. 

Incubation  Period.     From  ten  to  fourteen  days. 

Early  Signs  and  Symptoms.  Chilly  sensations,  fever,  headache,  vomiting 
and  prostration.  All  the  symptoms  of  a  nasal  cold  are  present  such  as  in- 
flamed, watery  eyes,  sneezing  and  running  nose,  hoarseness  and  sore  throat. 
If  the  mouth  is  examined,  small  red  spots,  set  off  by  themselves,  are  often 
seen  on  the  hard  palate  and  bluish-white  ones  opposite  the  molars  on  the  inside 
of  cheeks.  About  the  third  or  fourth  day  the  rash  appears  at  the  edge  of 
scalp,  on  the  forehead  and  face  and  spreads  downward,  finally  covering  the 
entire  l)ody.  These  patches  of  tiny  eruptions  often  take  on  a  crescentic  forma- 
tion and  are  not  often  elevated  very  high  above  the  skin's  surface. 

Method  of  Infection.  Coughing,  nasal  and  mouth  discharges  and  dis- 
charges from  the  surface  of  the  body.     The  germs  are  said  to  float  in  tlu^  air. 

Quarantine.  TIk^  (puirantine  period  should  be  all  of  three  weeks,  with  a 
recommended  period  of  exclusion  from  school  of  from  four  to  five  weeks. 

Remarks.  Eyesight  apt  to  be  seriously  impaired  if  the  room  is  not  kept 
dark  and  eyes  rested  during  the  illness.  Death  usually  results  from  compli- 
cating broncho-pneumonia.     A  disease  not  to  be  treated  lightly. 

MU:\IPS. 

This  is  another  of  the  highly  contagious  diseases.  One  attack  prevents 
a  recurrence. 

Incubation  Period.     From  fourteen  to  twenty-one  days. 

Early  Signs  and  Symptoms.  Onset  may  be  sudden,  liegiiuiing  with  fever, 
headache,  loss  of  appetite,  nausea,  vomiting  and  prostration.  Pain  is  felt  in 
the  glands  of  the  cheeks  a  little  below  the  ear,  and  sometimes  those  under  the 


264  PHYSICAL  EDUCATION  COMPLETE 

jaw  are  involved.  The  jaws  are  moved  witli  effort  and  the  saliva  becomes 
thick  and  sticky.  Anything  sour  taken  in  the  mouth  causes  increased  pain  in 
the  glands. 

Method  of  Infection.    Coughing  and  all  discharges  from  the  nose  and  mouth. 

Quarantine.     Period  of  quarantine  should  be  observed  three  to  four  weeks. 

Remarks.     Not  considered  dangerous. 

SMALL  POX. 

This  disease  is  highly  contagious.  One  attack  regularlj'  protects  a  person 
from  others. 

Incubation  Period.     From  nine  to  fifteen  days. 

Early  Signs  and  Symptoms.  The  disease  is  usually  ushered  in  with  some 
severity.  The  child  is  very  feverish,  complains  of  nausea  and  severe  pains  in 
the  back.  About  the  third  day  the  rash  appears  and,  unlike  that  of  Chicken 
Pox,  makes  its  appearance  all  at  once.  The  rash  is  about  the  size  of  small 
liird  shot  and  is  felt  under  the  skin.  It  is  first  seen  about  the  face  and  wrists 
and  then  covers  the  entire  body.  In  Small  Pox  the  eruptions  may  be  seen  on 
the  palms  of  the  hands  and  soles  of  the  feet,  which  is  a  condition  not  found  in 
Chicken  Pox.  In  two  days  the  shot-like  eruptions  develop  and  produce  blisters 
which  in  two  more  days  produce  a  yellow  matter  which  eventually  dries,  thus 
forming  scabs,  and  in  about  two  weeks  the  scabs  dry  up  and  drop  off. 

Method  of  Infection.  All  bodily  discharges,  scabs  and  skin  that  may  be  shed. 

Quarantine.  From  two  to  four  weeks  quarantine  period  should  be  ob- 
served and  no  child  should  be  allowed  to  return  to  school  until  all  traces  of 
scabs  have  disappeared. 

Remarks.  Is  gradually  being  controlled  by  means  of  vaccination,  hence 
the  death  rate  is  very  small  in  communities  where  such  measures  of  preven- 
tion are  observed. 

SCARLET  FEVER. 

This  disease  is  also  known  as  Scarlatina  and  is  highl.y  contagious.  One 
nttncl-c  rognlarly  protects  from  a  recurrence. 

Incubation  Period.     Fi-om  two  to  seven  days,  with  an  average  of  four. 

Early  Signs  and  Symptoms.  Characterized  by  the  suddenness  of  the  at- 
tack. There  is  fever,  sore  throat,  vomiting,  headache  and  severe  prostration. 
Hash  appears  between  one  and  three  days.  The  tonsils,  pharynx  and  hard 
]ialate  arc  covered  with  tiny,  fine  red  points  very  close  together.  The  rash  be- 
gins on  1lic  iicck  and  upper  pjii't  of  chest  tlicii  covers  the  entire  body,  with  the 
exception,  usually,  of  the  face.  When  the  rash  disappears  the  entire  skin  of 
the  body  ])ccls  off,  not  in  small  bran-like  flakes  as  in  ]\[easles,  but  in  large 
scales  aiul  strips  as  when  the  skin  has  been  badly  sun-burned.  At  first  the 
tongue  has  a  whitish  coat  which  gives  way  to  a  bright  red  hue.  caused  by  the 
many  rechlish  elevations  and  which  has  given  rise  to  the  term  in  this  disease, 
' '  Strawberry  Tongue. ' ' 

Method  of  Infection.  Coughing,  nasal  and  mouth  discharges  and  the 
l)ieces  of  .skin  th;it  peel  off  the  surface  of  the  body.  The  disease  is  highly  con- 
tagious during  the  entire  time  it  i-uns.     The  germ  is  possessed  of  remarkable 


FOR  SCHOOLS  AND  PLAYGROUNDS  265 

vitality  and  lives  for  a  great  length  of  time  in  the  bedding,  elotliiny,  draperies 
and  in  the  hair  of  household  pets. 

Quarantine.  The  quarantine  period  .slionKl  ))e  fully  two  weeks,  with  a 
recommended  period  of  exclusion  from  school  of  from  seven  to  eight  weeks,  or 
until  all  scaling  has  ceased.  Tlie  disease  is  contagious  as  long  as  Ihere  is  any 
scaling  from  any  part  of  the  body.  This  process  lasts  llic  longest  on  the  palms 
of  tlie  hands  and  soles  of  the  feet,  wdiere  the  skin  is  touglu^st  and  thickest. 

Remarks.  Dangerous  at  all  stages  and  after  effects  often  most  distress- 
ing. Complications  usually  set  in  which  leave  a  train  of  serious  effects  in  tiie 
ears,  lungs  and  kidne.ys.  There  is  more  or  less  deafness,  either  partial  or  en- 
tire, and  it  is  stated  some  cases  become  deaf  mutes  after  the  serious  complica- 
tion of  Otitis,  or  inflammation  in  the  middle  ear. 

The  poison  of  the  fever  usually  proves  very  dangerous  to  the  kidneys  and 
often  causes  death. 

Scarlet  Fever  is  a  disease  which  is  .iustly  feared  and  Avhen  it  is  known 
that  cases  exist  in  a  community  the  teachers  should  be  ever  on  the  watch  to 
detect  the  early  signs  and  symptoms  and  every  effort  made  to  stamp  it  out. 

WHOOPING  COUGH. 

This  is  one  of  the  contagious  diseases  and  attacks  children  more  fre- 
quently than  advilts.     One  siege  regularly  prevents  a  subsequent  one. 

Incubation  Period.     From  seven  to  fourteen  days. 

Early  Signs  and  Symptoms.  Begins  with  catarrhal  symptoms  which  last 
from  ten  days  to  two  weeks.  In  connection  with  this  stage  there  is  a  cough  which 
grows  steadily  worse  during  these  two  weeks.  There  is  usually  very  little  dis- 
tress or  feeling  of  prostration.  All  symptoms  are  apt  to  be  slight  during  the  in- 
vasion period.  The  cough  now  comes  in  paroxysms,  which  last  for  some  few 
seconds.  Frequently  the  child  holds  his  breath,  becomes  blue  in  the  face  and 
one  has  the  feeling  that  the  patient  is  about  to  suffocate,  when  Avitli  a  violent 
effort  a  long  deep  breath  is  taken  which  causes  the  child  to  give  out  a  sound 
that  resembles  the  word  "whoop,"  when  usually  some  mucus  is  discharged  or 
vomiting  is  caused  which  terminates  the  paroxysm  for  another  while. 

Method  of  Infection.  Coughing,  throat  and  nasal  discharges.  Germs 
float  in  the  air  and  are  easily  inhaled. 

Quarantine.  Quarantine  should  be  observed  for  three  weeks.  The  period 
of  infection  is  from  the  beginning  of  the  catarrhal  stage  and  lasts  two  or  three 
weeks  after  the  coughing  has  ceased. 

Remarks.  Most  eases  are  from  ^May  to  Xovembei-.  Exti-etiiely  fatal  in 
very  young  children.  Broncho-pneumonia  is  to  be  feared  in  young  children. 
Older  ones  are  very  apt  to  lose  flesh  and  sti'cngth  because  of  the  excessive 
vomiting.   It  is  not  considered  dangerous  with  children  after  four  years  of  age. 

CONTAGIOUS  EYE  AND  SKIN  DISEASES. 

Teachers  should  ever  be  watchful  for  contagious  eye  and  skin  diseases.  It 
is  not  an  easy  matter  for  the  untrained  to  make  a  correct  diagnosis  but  the 
presence  of  pus  in  the  corners  of  the  eyes,  sticky  lashes  and  a  tendency  of  the 


266  PHYSICAL  EDUCATIOX  COMPLETE 

lids  to  become  glued  together,  watery,  "teary"  or  inflamed  eyes  or  skin  that 
shows  a  diseased  condition  to  be  present,  give  just  causes  for  suspicion.  When- 
ever a  suspicious  case  occurs  in  a  school  the  teacher  should  not  hesitate  to  send 
the  child  home  as  soon  as  observed.  Before  re-admitting  to  the  school  play- 
ground or  class  room  a  certificate  from  a  physician  should  he  demanded  by  the 

teacher. 

PINK  EYE. 

This  disease  is  often  found  to  exist  in  school  rooms  and  though  not  serious 
is  very  unpleasant  while  it  lasts. 

Symptoms.  Red  eyes,  both  the  "white"  and  lining  of  the  lids.  Scratchy 
sensation,  as  thougli  the  eyes  were  filled  with  dust.  Child  avoids  light.  Eyes  are 
glued  together  in  the  morning  and  recpiire  a  little  bathing  before  the  child  can 
open  them.    During  the  day  pus  is  seen  in  the  corners  of  the  eyes  near  the  nose. 

DIPHTHERIA— OF  THE  EYES. 

This  disease,  we  are  told,  does  not  often  make  its  appearance,  however  it 
is  dangerous  when  it  does  occur  and  should  be  reported  immediately  upon  dis- 
covery. It  is  caused  by  the  same  diphtheretic  germ  that  produces  the  disease 
in  the  nose  and  throat  and  if  not  checked  at  once  will  cause  serious  epidemics. 

Symptoms.  Eyes  ache  and  feel  sore.  Eyes  discharge  a  watery  substance 
which  soon  changes  to  a  thick  heavy  one.  The  typical  grayish  or  dirty  yel- 
lowish membrane  forms  on  the  lining  of  the  eye-lids  and  is  as  difficult  to  re- 
move as  the  membrane  that  forms  in  the  nose  and  throat  when  the  disease 
attacks  those  parts. 

TRACHOMA. 

This  disease  is  brought  by  immigrants  and  is  the  most  dangerous  of  all 
the  eye  diseases  as  blindness  often  follows  an  attack.  It  is  highly  contagious. 
Schools  located  in  the  slums  or  foreign  districts  are  most  apt  to  be  visited  by 
the  disease. 

Symptoms.  Eyes  water  and  the  discharge  is  greatly  induced  by  light. 
The  chief  symptom  by  which  the  disease  is  distinguished  is  the  rough  appear- 
ance of  the  eye  ball  and  the  presence  of  tiny  sacs  or  kernels  on  the  linings  of 

the  eye-lids. 

PEDICULOSIS. 

When  children  are  found  to  have  pediculosis  they  should  be  sent  home 
with  instructions  to  the  parents  that  they  are  not  to  be  permitted  to  re-enter 
school  until  all  traces  of  tlu'  trouble  have  disappeared.  If,  after  a  reasonable 
length  of  time,  they  do  not  present  themselves  for  re-admission  the  proper 
official  should  be  notified  of  the  case,  when  it  is  his  or  her  duty  to  see  that 
such  children  are  made  fit  to  return  to  school  for  regular  ehiss-room  work. 

In  some  school  districts,  particularly  those  wliieli  mre  for  the  foreign  eh'- 
ment,  llie  li'<)iil)le  is  constant  and  most  annoying,  and  there  are  teachers  who 
prefer  to  administer  the  treatment  themselves  and  thus  save  the  child  many 
days'  absence  from  sehdol.  The  easiest  way  to  diseovei-  it  is  to  search  for  the 
nits  or  eggs,  which  cling  tigiitly  to  the  hair.  With  hoys,  a  close  haif  cut  fol- 
lowed by  a  1li()i'ouL;h  cleansing  of  the  scalp,  is  sufficient.     Foi'  girls,  comb  the 


FOR  SCHOOLS  AND  PLAYGROUNDS  ?.a 

hair  lliuruuglily  with  a  fiiie-toothed  comb  dipped  in  viiiegai;  or  aleolioi.  This 
dissolves  the  eggs.  Pillow  with  a  good  shampoo.  Tincture  of  larkspur 
(Poison)  is  highly  recommended,  but  it  shoiiUl  be  used  with  great  caution  and 
according  to  a  physician's  directions. 

The  habit  that  children  sometimes  form  in  play  of  changing  hats  should 
always  be  discouraged.  Many  a  child  of  the  most  careful  parents  has  con- 
tracted the  trouble  in  this  manner. 

SCABIES. 
This  disease  is  commonly  known  as  the  itch,  and  is  caused  by  an  aninud 
parasite.  The  female  burrows  under  the  skin  in  order  to  secure  a  place  where 
she  may  lay  her  eggs.  The  male  remains  on  the  surface  of  the  skin.  The 
trouble  usually  begins  on  the  hands  and  arms  and  may  spread  over  the  entire 
body  except  the  face  and  scalp.  A  tiny  reddened,  irregular  line  may  be  first 
noted.  Those  affected  scratch  these  tiny  lines,  for  as  the  burrowing  goes  on  an 
itching  sensation  is  produced  and  very  soon  an  infection  of  the  skin  is  brought 
about  by  pus-producing  germs  making  their  way  into  the  spots  made  raw  by 
scratching.  Sometimes  sores  of  considerable  size  result.  The  disease  is  con- 
tagious, therefore  all  cases  should  be  excluded  from  school  until  thoroughly 
cured.  The  trouble  should  receive  medical  attention,  thus  checking  it  in  its 
early  stages.  IMPETIGO. 

This  is  another  of  the  contagious  skin  diseases.  It  attacks  children  most 
frequently,  and  several  in  one  family  are  apt  to  have  the  trouble  at  the  same 
time.  It  often  follows  the  itch,  hives  or  any  trouble  in  which  the  constant,  severe 
scratching  produces  a  pus  infection.  It  is  present  most  often  on  the  hands, 
neck  and  face,  and  the  sores  may  be  found  to  be  isolated  or  run  together  and 
form  one  large  scab  or  crust  which  has  a  dirty  brownish  hue,  with  signs  of  pus 
around  the  edge  of  the  scab.  Often  these  crusts  drop  off  before  a  complete 
healing  has  taken  place,  when  a  fresh  lot  may  be  started  by  "auto-inocula- 
tion." Children  having  impetigo  should  not  be  allowed  in  school  until  thor- 
oughly cured  and  the  skin  presents  a  smooth,  clean  appearance. 

These  contagious  eye  and  skin  diseases  are  easily  spread  by  use  of  the 
comnu)n  roller  towel  or  by  the  handling  of  common  school  books  or  tools. 

All  teachers  should  learn  to  early  form  the  habit  of  washing  their  hands 
several  times  a  day  in  water  that  has  been  inade  antiseptic  by  ten  oi-  twelve 
drops  of  pure  carbolic  acid  or  a  small  portion  of  a  bi-ehloride  of  mercury  tab- 
let.  Both  are  poison,  should  be  kept  under  lock  and  key  and  used  with  caution. 

Acknowledgment    is    made    In:  r-     n     1 1 

The  Health  Index  of  Children v;  ■•••;•••,•  c-,         '? 

The    Human    Mechanism Hough  and  Sedgwick 

Diseases    of    Children Hit 

Diseases    of    Infancy    and    Childhood ....Holt 

Diseases   of   the   Skin Liveing 

Personal    Hygiene -^  ^'^ 

PULSE,   TEMPERATURE  AND  RESPIRATION. 

Everyone  should  understand  the  three  important  signs.  Pulse,  Tempera- 
ture and  Respiration,  be  al)le  to  recognize  their  deviation  from  normal  and  the 
meaning  of  those  variations  which  are  constantly  occurring  in  the  human  body. 


268  PHYSICAL  EDUCATION  COMPLETE 

THE  PULSE. 

The  heart  contractions  cause  the  blood  to  l)e  i'orcctl  into  the  arteries. 
whose  walls  are  elastic  and  are  therefore  expanded  or  dilated  by  each  heart 
contraction.  It  is  this  expansion  that  is  known  as  "the  pulse."  To  intelli- 
gently ascertain  the  pulse  record  we  should  be  able  to  determine : 

1.  The  number  of  expansions,  or  beats. 

2.  Whether  rapid  or  slow. 

3.  Whether  full  or  weak. 

•4.  Whether  regular  or  intermittent. 

In  taking  the  pulse  record  certain  things  should  be  kept  in  mind,  for  in- 
stance— that  excitement  and  exercise  quicken  the  pulse  and  are  not  danger 
signs;  that  the  pulse  beats  faster  in  children  than  adults,  in  women  than  men 
and  is  affected  by  bodily  positions.  It  is  slower  in  sitting  than  standing,  reclining 
than  sitting,  and  is  more  apt  to  become  slower  in  its  beating  while  we  sleep. 

To  record  the  pulse,  place  the  tips  of  the  first  and  second  fingers  on  the 
radial  artery  at  the  wrist  or  the  temporal  artery  at  a  point  directly  in  front  of 
the  ear.    The  count  is  usually  taken  for  a  half  minute  and  multiplied  by  two. 

The  pulse  beat  at  7  years  is  from  72  to  90  per  minute. 

The  pulse  beat  at  12  years  is  from  70  to  76  per  minute. 

The  pulse  beat  in  early  adult  life  is  from  68  to  75  per  minute. 

The  pulse  beat  in  late  atliilt  life  is  from  65  to  70  per  minute. 

TEMPERATURE. 

The  normal  temperature  of  the  body  is  spoken  of  as  98.6°  F.,  l)ut  there  is 
no  such  thing  as  a  constant  temperature,  in  the  strict  sense  of  the  word,  for  the 
temperature  of  the  body  frequently  varies  in  health,  during  the  twenty-f(uu- 
hours,  from  97.5°  F.  to  99.5°  F.,  however,  a  sudden  and  very  marked  rise  or 
fall  of  the  temperature  should  be  looked  upon  as  a  danger  sigual  and  usually 
indicates  the  necessity  of  prompt  medical  attention. 

The  thermometer  used  for  determining  the  body  temperature  shouhl  find 
a  place  in  every  home  and  school  room.  Both  before  and  after  using,  the  ther- 
mometer should  be  carefully  washed  with  soap  and  water  and  made  antiseptic 
by  immersing  in  alcohol  or  a  mediumly  strong  solution  of  carbolic  acid.  This 
is  a  most  important  point  and  should  be  carcfullx-  observed. 

RESPIRATION. 

The  noi'mal  number  of  respirations  is  one  to  every  four  heai't  beats  and  in 
the  adult  ranges  from  16  to  18  every  minute.  The  best  time  to  ecuuit  the  res- 
pirations is  during  sleep,  as  they  are  most  apt  to  be  noi-mal  then.  In  the  school 
room  it  is  most  advisable,  after  having  secured  the  confidence  of  th(>  eliild,  to 
place  one's  hand  on  his  chest  aiul  count  one  for  each  breath  that  is  taken.  Of 
course  any  child  who  is  suspected  by  the  teachei-  ol'  being  ill  should  be  exam- 
ined in  a  room  away  from  the  othei-  children. 

(Ackiiowledgmfiit  is  made  to  Dr.   Walter  Pyle's   Personal   Hygiene) 


FOR  SCHOOLS  AND  PLAYGROUNDS  269 

HELPFUL  HINTS  FOR  TEACHERS. 

\.    Abolish  the  common  drinking  cup  and  install  sanitary  drinking  fountains. 

2.  Abolish  the  roller  tower. 

3.  Avoid  the  common  use  of  pens  and  pencils. 

4.  Use   a   thin    coat   of   oil   or    staining   on    school    room    floors,   and    for   sweeping,   a 
sanitary  preparation  of  sawdust  is  best. 

5.  Use  dustless   dusters  and  abolish   the   feather  duster. 

6.  Boards  are  best  cleaned  by  using  a  piece  of  damp  chamois  skin. 

7.  Use  dustless  crayons. 

8.  Wipe  out  chalk  traj^s  once  each  day  with  a  damp  cloth. 

9.  Clean  erasers  thoroughly  each  day. 

10.  Have  school  rooms  disinfected  four  or  five  times  a  j'ear. 

11.  Library  text  books  used  by  pupils  should  be  kept  covered  during  the  period  of 
use  and  freshly  covered  when  re-issued. 

12.  All  school  books  should  be  burned  that  have  i)een  in  homes  where  contagious 
diseases  have  existed.     This  is   much   safer  than  disinfecting  them. 

13.  Rooms  should  be  thoroughly  ventilated.  Open  the  doors  and  windows  often  for 
a  few  moments  during  each  day.  Always  open  doors  and  windows  at  each  recess 
and  at  least  a  portion  of  every  noon  period. 

14.  Do  not  allow  children  to  sit  in  draughts. 

15.  Make  every  school  room  as  full  of  the  pure,  sweet  out-of-doors  as  you  possibly 
can. 

16.  Keep  the  temperature  of  the  school  room  as  near  69  in  the  Winter  as  you  can. 

17.  Desks  should  always  be  placed  so  that  light  falls  on  them  from  the  left. 

18.  Window  shades  should  be  in  two  sections  to  regulate  the  light.   Olive  green  shades 

are   recommended  as   the  best  to  use. 

19.  Make  every  school  room  attractive  but  do  not  overdo  the  decoration  of  it. 

20.  Install  adjustable  desks  and  seats  and  see  to  it  that  they  are  adjusted  to  your 
pupils. 

21.  Where  there  are  no  such  seats  and  desks,  use  small  footstools  for  children  whose 
feet  cannot  rest  flatly  on  the  floor. 

22.  Keep  cloak  rooms  and  toilets  open  CONSTANTLY  to  fresh  air. 

23.  Children  who  have  defective  vision  or  hearing  should  always  be  seated  near  the 
front. 

24.  Demand  immediate  attention   for  children   having  pediculosis. 

25.  Demand  immediate   attention   for   children   having  any   skin   diseases. 

26.  Insist  on  sores  being  covered  or  bandaged. 

27.  Exclude  children  in  whose  family  a  contagious  disease  exists. 

28.  Require   a   physician's   certificate   for   re-admission. 

29.  Exclude   children   who  have   St.  Vitus   Dance   or   Epileptic   Fits. 

30.  Teach  practical   Physiology  and  Hygiene. 

31.  Work  to  secure  individual  cleanliness. 

32.  Make  a  personal  inspection  of  the  children  each  morning,  not  forgetting  their 
teeth.     This  can  be  done  very  quickly. 

33.  Liquid  soap   should  be   provided   for  all  wash   rooms. 

34.  Outside  doors  to  school  houses  and  all  public  buildings  should  open  outward. 

35.  Entrances  should  be  kept  free  from  all  obstructions  at  all  times. 

36.  Practice  a  fire  drill.     The  larger  the  school  the  greater  the  need  lor  this. 

37.  Have  all  pluml)ing  carefully  watched. 

38.  Do  not  allow  toilets  to  remain  out  of  order. 

39.  If  possible,  arrange  for  a  lunch  room  for  those  who  must  carry  lunches. 

40.  Teach  the  children  to  keep  the  grounds  clear  of  all  papers  and   refuse. 

41.  Do  not  allow  children  to  sit  in  wet  shoes  or  clothes. 

42.  Do  not   permit  cliildren  to  wear  rubbers  and  overshoes  during  school  hours. 


270  PHYSICAL  EDUCATION  COMPLETE 

THE  HEALTH  OF  THE  TEACHEE. 

In  some  communities,  and  great  is  tlicii'  wisdom,  every  applicant  for  a 
position  as  teaclier  of  school  children  is  recpiired  to  pass  a  medical  examina- 
ton  before  an  ajjiilieation  is  given  any  consideration.  Speed  the  day  wlieii 
every  community,  realizing  the  justice  due  the  children,  will  fall  into  line  and 
follow  such  splendid  examples. 

Not  only  for  the  teacher's  own  sake  l)ut  for  the  good  of  the  pupils,  a 
teacher  should  possess  good  health.  Her  heart  and  lungs  should  be  free  from 
organic  disease,  her  eyes  and  ears  should  be  free  from  any  serious  defects,  the 
body  should  be  erect  and  free  from  spinal  curvature  or  deformity  of  any  kind 
whatsoever,  she  should  i)Ossess  a  strong,  healthy  and  well-balanced  nervous 
system  and  she  should  be  entirely  free  from  all  "hal)it  spasms"  which  are  so 
easily  imitated  by  many  children. 

A  teacher  suffering  from  tuberculosis  in  any  form  is  a  constant  source  of 
danger  to  the  children  entrusted  to  her  care,  yet  there  are  such  teachers  who 
are  employed  by  School  Boards  of  to-day,  regardless  of  the  menace  to  the 
health  of  the  children.  In  many  cases  absolutely  no  thought  whatever  is  given 
to  the  health  of  the  teacher,  while  the  most  painstaking  efforts  are  made  to 
protect  the  pupils  in  times  of  epidemics,  ignoring  ever  and  always  the  daily 
menace  in  the  school  room — the  tubercular  teacher.  Such  a  teacher  should 
never  be  employed  and  if  School  Boards  would  take  a  firm  stand  against  it  it 
would  be  the  kindest  and  wisest  thing  for  all  concerned.  The  teacher  would 
secure  other  means  of  support,  possibly  less  confining  and  "nerve-racking," 
and  not  less  in  importance — the  children  would  not  be  exposed  to  the  dangers 
of  this  justly  dreaded  disease. 

Dr.  E.  B.  Hoag  in  his  Health  Index  of  Children  says: 

"Of  all  ])hysieal  disorders,  nervousness  in  its  various  phases  is  probably 
the  one  of  greatest  importance  among  teachers.  Public  school  teaching  is  of 
necessity  (according  to  our  present  rather  irrational  system)  a  nerve-racking 
occupation,  even  to  those  teachers  who  begin  Avork  with  well-balanced  nervous 
organizations.  What  may  we  expect  then  of  those  individuals  who  never  have 
possessed  much  nervous  stability?" 

Many  teachers  are  constant  sufferers  from  headaches,  which  in  luaiiy 
eases  have  been  traced  to  severe  eye  strain.  There  is  pain  and  continued  nerv- 
ousness and  a  feeling  of  being  at  outs  with  themselves  and  everybody  else. 
Everything  seems  to  be  on  the  bias.  Often  such  teachers  do  not  realize  the 
cause  of  their  suffering  and  go  on  teaching  year  after  year,  with  the  suffer- 
ing certainly  growing  no  less,  when  properly  fitted  glasses  wouUl  make  the 
world  look  brighter  and  liajipier  as  the  pain  and  nervousness  would  fade  away 
in  a  short  space  of  time.  No  one  attempts  to  l)laiiie  |)eople  for  being  possessed 
of  eyes  that  cause  such  troubles  hut  tlu'y  certainly  may  be  justly  blamed  for 
neglecting  to  luive  theii-  eyes  given  the  propei-  attention,  thus  eliminating  that 
which  makes  for  a  disagreeable,  nagging  teachei-  and  un[)leasnn1  companion 
for  her  fi-icnds. 


FOR  SCHOOLS  AND  PLAYGROUNDS  271 

A  disagreeable,  irritable,  nagging,  nervous  disposition  should  find  no 
place  in  any  school  room  and  a  person  of  this  soi't  who  persists  in  teaching 
3'oung  chldren,  simply  as  a  means  of  livelihood,  should  be  dismissed  fi-om 
service  as  soon  as  the  true  self  is  revealed.  Chihlreii  ;ii'e  often  ealled  upon  in 
their  own  homes  to  bear  trouble,  sorrow  and  gloom  and  it  is  strielly  the  duty 
of  every  Schi;K)l  Board  to  provide  teachers  who  will  insure,  by  iheir  own 
cheerful,  happy  dispositions,  happiness  and  sunshine  to  the  children  in  their 
community. 

If  the  health  of  the  teacher  is  such  as  to  cause  her  continual  jiain  and 
suffering  she  should  certainly  not  attempt  to  earn  hei'  living  in  the  school 
room  where  her  disposition.  j)ossibly  developed  b^v  pain,  will  blight  the  lives 
of  her  pupils.  Little  children  and  young  people  require  all  the  hajipiness  that 
we  can  possibly  give  them.  They  need  teachers  who  possess  cheerful,  luippy 
dispositions,  those  who  prove  by  their  daily  lives  in  the  school  room  th;it  they 
are  happy,  sunny  leaders  "who  do  everything  })ossible  for  the  Ljood  and  luippi- 
ness  of  those  about  them. 

The  never-at-rest.  overly-active  or  the  effervescent,  bubbling,  coddling 
teacher  owes  it  to  herself  and  the  children  to  OVERCCBIE  SUCH  A  DISPO- 
SITION. To  visit  such  a  school  room  gives  one  food  for  very  serious  thought. 
The  damage  to  the  disposition  and  nature  of  the  teacher  herself  is  the  very 
least  in  importance.  The  effect  p.roduced  on  the  children  is  what  makes  one 
think  long  and  earnestly  and  one  is  not  surprised  that  jiupils  who  live  in  such 
a  school  environment  are  troublesome,  restless  and  nervous  beings. 

A  teacher  should  safeguard  her  own  health  above  all  things.  With  health 
given  us  no  work  is  too  great  to  be  undertaken  and  while  we  cannot  escape 
fatigue  at  times,  even  when  we  are  considered  well,  a  night's  rest  should  make 
us  fresh  and  ready  for  the  work  of  the  coming  day.  One  of  the  easiest  ways 
in  which  a  teacher  can  undermine  her  health  is  to  wear  damp  or  wet  clothing 
in  the  school  room.  During  rainy  weather  an  extra  suit,  shoes  and  stockings 
should  be  kept  at  school  in  case  of  need.  Frequent  colds  often  develop  serious 
troubles  and  as  one  can  learn  to  live  to  avoid  colds,  the  experiment  is  cer- 
tainly worth  trying.  The  daily  cold  shower  bath  for  those  who  are  able  to 
take  it,  is  strongly  advised,  as  this  sort  of  bathing  teaches  the  small  blood 
vessels  of  the  skin  to  react  properly  and  promptly  to  outside  influences.  Some 
physicians  recommend  the  use  of  the  same  weight  of  underclothing  to  l)e  worn 
all  the  year  round.  When  the  weather  requires  it  the  outside  clothing  should 
be  of  the  heavier  variety.  One  physician  expresses  it  very  nicely  when  he  says : 
"We  sleep  between  sheets  all  the  year,  the  supply  of  bed  clothing  only  being 
decreased  or  increased  as  the  seasons  change,  and  so  it  should  be  iu  our  di-ess. 

Taking  it  all  in  all.  it  seems  to  me  that  the  ideal  life  is — to  l)e  able  to  .sleep 
out-of-doors,  bathe  daily,  to  have  sufficient  plain,  well-cooked,  wholesome 
food,  plenty  of  sunshine,  fresh  air  and  exercise,  to  be  sufficiently  independent 
of  "fashion"  to  dress  Avith  comfort  always,  to  have  plenty  of  good,  honest, 
happy  work  with  frequent  trips  into  the  healthful  open  country,  because — 
these  things  all  make  for  vitality,  forceful  personality  and  lu'altli.  and  the 
abilitv  to  do  the  things  which  are  of  most  worth. 


272  PHYSICAL  EDUCATION  COMPLETE 


BIBLIOGRAPHY. 


A.   B.   C.   of   Swedish   G\'mnastics Nissen 

A  Bibliography  of  Children's   Reading Baker 

American  Red  Cross  Abridged  Text   Book   on   First  Aid Lynch 

Anthropometry   and    Physical    Diagnosis Seaver 

Applied   Anatomy    Davis 

Childhood  of  Religion Clodd 

Childhood  of  the  World Clodd 

Chips  from  a  German   Work  Shop Mueller 

Civics  and  Health Allen 

Diseases  of  Children Tuttle 

Diseases   of   Infancy   and   Childhood Holt 

Diseases   of   the    Skin Liveing 

Emergencies    McKenzie 

Exercise   in   Education   and    Medicine McKenzie 

Games  for  the   Playground,  Home,  School   and   Gymnasium Bancroft 

Gray's  Anatomy    Gray 

Gulick   Hygiene    Series Gulick 

Health  Index  of  Children Hoag 

How  to   Tell   Stories   to   Children Bryant 

Hygiene   of  the   School   Room Barry 

Indoor  and  Outdoor   Gymnastic   Games Spalding 

Lateral   Curvature   of   the   Spine Lovett 

Lessons   in    Elementary    Physiology Huxley 

Literature  and  Life   in   School Colby 

Medical   and   Orthopedic    Gymnastics Wide 

Medical   Inspection    of   Schools Hogarth 

Normal  Course  in  Play National  Playground  and  Recreative  Ass'n.  of  America 

North  Carolina  Board  of  Health   Bulletin,   1910,   Sept. 

One   Hundred  Fifty   Games Wellesley   College 

Personal  Hygiene    Pyle 

Play   of   Man Groos 

Power   Through   Repose Call 

Primer   of   Hygiene Ritchie 

Primer    of    Sanitation Richie 

Progressive    Gymnastic    Days    Orders Enebuske 

Psychology    (Briefer   Course) James 

Stories  and  Story  Telling Keyes 

Stories   and   Story  Telling St.   John 

Surgical    Clinics    Murphy 

Talks   to   Teachers James 

The   Body   at   Work Jewitt 

The    Efficient    Life (iulick 

The   Growth   of   the    IJrain Donaldson 

The   Healthful  Art   of   Dancing Gulick 

The   Human    Mechanism Hough   and   Sedgwick 

The   Mind  and  Its  Education Betts 

The   Posture   of  School   Children Bancroft 


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8    1934 


1932 1  Hj 

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MAR  26  1937 


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